wine making
Implementing the Australian Curriculum: Geography
Volume 45 No 4 2013
In this issue:
The time has come to make it happen – Implementing the Australian Curriculum: Geography and GeoSpace resources 9
Geography in primary schools – the new Australian Curriculum 19
Australian Curriculum Year 7 – Three Gorges Dam 23
2014 Study Tours 28
PROJECTS • REPORTS • RESOuRCES • ARTICLES • REVIEWS
Covers: Teepee rock formations, Arizona. Source: Wikimedia Commons
PresidentSusan Caldis, Castle Hill High School
Vice PresidentsMilton Brown, SurfAid International
Lorraine Chaffer, Gorokan High School
Dr Grant Kleeman, Macquarie university
Martin Pluss, Loreto Normanhurst
Honorary SecretarySarah Menassa-Rose, Franciscan Friars
Minute SecretaryPaul Alger, Retired
Honorary TreasurerDr Grant Kleeman, Macquarie university
CouncillorsDr Susan Bliss, Educational consultant
Paula Cooper
Robert Gandiaga, Casula High School
Keith Hopkins, Loreto Kirribilli
Nick Hutchinson, Macquarie university
Brett Jackson, Sydney Boys High School
Lisa Kendall, St Mary of the Sea College, Wollongong
Grace Larobina, Hills Grammar School
David Latimer, Rosebank College
John Lewis
Kerry McEwan, Barrenjoey High School
Sharon McLean, St Ignatius College
Carol Pogson, Canberra Grammar School
Darren Tayler, ACARA
Karen Tuhan, ACT DET
Steve Weingarth, Model Farms High School
Public officerDr Grant Kleeman, Macquarie university
EXECUTIVE 2013
Articles and letters should be sent to the editor: Dr Grant Kleeman, School of Education Macquarie university Sydney NSW 2109 Email: [email protected]
Design and layout:Jill Sillar, Professional Teachers’ Council NSW [email protected]
ISSN 0156-9236
GEoGrAphy BUllETIN
OFFICE OF THE GEOGRAPHY TEACHERS’ ASSOCIATION OF NEW SOUTH WALES
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Editors Dr Susan Bliss, Lorraine Chaffer and Dr Grant Kleeman
Geography Bulletin Vol 45, No 4 2013 1
EDITOR: Dr Grant Kleeman
Vol 45, No4 2013
Editorial ................................................................................................................................... 2
Correspondence ............................................................................................................... 5
President’s Report ............................................................................................................ 7
2014 HSC Mini Conference – Hunter Valley ..................................................... 8
The time has come to make it happen. Implementing the Australian Curriculum: Geography and the GeogSpace resources ...... 9
Global Education Schools Network Program................................................18
Geography in Primary Schools – the new Australian Curriculum .....19
North Korea Study Tour 2014 .................................................................................22
Australian Curriculum. Year 7 – Three Gorges Dam ..................................23
2014 Study Tours ...........................................................................................................28
Benefits of GTA NSW Membership ......................................................................35
Advice to Contributors ................................................................................................36
2 Geography Bulletin Vol 45, No 4 2013
Dr Grant Kleeman, Editor
Welcome to the final issue of the Geography Bulletin for 2013. Featured articles are: Implementing the Australian Curriculum: Geography and the GeogSpace resources, by Malcolm McInerney, and Geography in the Primary Curriculum – The new Australian Curriculum, by John Butler, OAM. Susan Bliss contributes an article, Year 7 Three Gorges Dam, China. The GTA thanks these contributors.
As 2013 draws to a close we would like to wish you all the best for the festive season and New Year.
Martin Pluss honouredMartin Pluss has been awarded the Macdonald Holmes Medal* for his outstanding contribution to geographical education in Australia.
The Macdonald Holmes Medal is awarded jointly by the Councils of the Geographical Society of New South Wales Inc (GSNSW Inc) and the Geography Teachers’ Association of New South Wales Inc (GTANSW Inc), to persons who have made a distinguished contribution to the field of geographical education in Australia.
Upon entering university Martin’s goal was to be a Geography teacher. He completed an Honours degree at the University of Sydney under the supervision of Dr Dennis Jeans on the Historical Geography of 19thCentury Strathfield. Martin then completed a Masters of Education, keeping Geography close to the core of his research, completing a dissertation on Non-formal Education in South East Asia and the Pacific.
Martin participated in the Honours Conference and was given the opportunity to publish a summary of his thesis in Dr Ian Burnley and Dr James Forest’s Living in Cities. This started the journey of publishing up to 50 articles on Geography, Geographical Education and more recently the integration of learning technologies into the teaching of Geography. Since 1984, Martin has been employed and held various positions as and Geography teacher, Head of Department and Dean of Learning Technologies in four independent schools: Oxley College (Bowral), Northholm Grammar (Arcadia), Tara School and currently, Loreto Normanhurst.
Once he returned to Sydney in 1990 Martin joined the Council of the Geography Teachers Association of NSW and soon after the Geographical Society of NSW. He has continued this association to date with a few “sabbaticals” coinciding with the birth of Nick and Ali and to enable him to settle into new schools.
The GTANSW has enabled Martin to meet wonderful teachers and to share ideas and practices in Geography consultations, publications, workshops and lectures. He created and managed the GTANSW web page for 15 years. Martin is somewhat of an “academic groupie” when it comes to his involvement with Geographical Society of NSW, enjoying the meetings and learning about the latest developments in academic Geography.
Martin believes Geography has provided him with much more than he has given Geography including lifelong friends, shared learning experiences and the ability to see the world with a geographer’s eyes. His journey as a geographical educator continues in his life beyond the school gate. As a runner he explores the natural and built environments observing patterns and wondering why.
* James Macdonald Holmes was McCaughey Professor of Geography at the University of Sydney during the period of 1929-1961. To commemorate his achievements over these years, the Geographical Society together with the Geography Teachers’ Association decided to award, biennially, a medal bearing his portrait and name, to a person deemed to have made a distinguished contribution in the field of geographical education in Australia.
Geography Bulletin Vol 45, No 4 2013 3
Past recipients of the Macdonald Holmes Medal are:
1977 Edgar Ford 1995 Bruce G Thom
James B Rowe 1997 Geoffrey K Connolly
1979 Donald Biddle Colin Davey
1981 John Shaw 1999 Joseph M Powell
1983 Alan Tweedie 2001 Robert Fagan
1985 Sr Gonzaga Stanley 2003 Nick Hutchinson
1987 Gilbert J Butland 2005 Deirdre Dragovich
1989 Peter G Irwin 2007 John Connell
Trevor Langford-Smith Grant Kleeman
1991 Malcolm Barlow 2009 Susan Bliss
John S Emery Gordon Waitt
1993 John H Holmes 2011 Richie Howitt
Photograph: Martin receives his medal from Mr Iain Macdonald Holmes (right), son of James Macdonald Holmes.
4 Geography Bulletin Vol 45, No 4 2013
GTA Writes to the Board of Studies seeking an acceleration of the Geography Syllabus development timeline
The GTA has written to the Board of Studies advocating an accelerated timeline for the development and implementation of the new Australian Curriculum based NSW Geography Syllabus. The GTA’s letter and the Board’s response is included below for your information.
Mr Tom Alegounarias
President, NSW Board of Studies
GPO Box 5300, Sydney NSW 2001
At the recent Annual Conference of the Geography Teachers Association (GTA) of New South Wales the Board’s Inspector for Human Society and Its Environment (Mr Lindsay Swan) outlined the Board’s NSW K–10 syllabus for an Australian Curriculum in Geography development timeline.
The 350 teachers present were somewhat surprised at the length of time involved to develop and implement the document. As you might appreciate, teachers are keen to embrace the new curriculum. The existing 7–10 document, while subject to minor revision on at least two occasions, dates from 1990 and embeds a test-driven division between Global and Australian Geography. This division is not appropriate for a number of reasons, not the least of which is the abandonment of the School Certificate test. The GTA finds it disappointing that the students of NSW will be required to study a syllabus document which will be at least a quarter of a century old before it is replaced by a more contemporary study of Geography.
Additionally, the current Years 11 and 12 Geography Syllabus is now more than a decade old. We would urge the Board to put in train a revision of this document in light of the approval of the Senior Years Geography Curriculum. Developing the syllabuses in tandem makes sense both in terms of scope and sequence and resourcing.
The GTA requests that the Board expedite the development and implementation of the NSW Geography Syllabuses with a target date of 2015 for Year 7–10 and 2016 for Years 11–12.
The GTA also stands ready to assist in any way the Boards deems appropriate.
Yours sincerely
Ms Susan Caldis Mr Nick Hutchinson Dr Grant Kleeman
President, GTA NSW Immediate Past President Vice President
Geography Bulletin Vol 45, No 4 2013 5
CORRESPONDENCE
6 Geography Bulletin Vol 45, No 4 2013
CORRESPONDENCE
Geography Bulletin Vol 45, No 4 2013 7
President’s report
In commencing my term as President, I reflect on the significant influence the Geography Teachers Association of NSW has had and continues to have on my career. From the provision of teaching and learning resources, to the organisation and delivery of rich, relevant professional development and leadership opportunities; from enabling access to state, national and international networks of Geography experts, to encouraging a more localised group of like-minded colleagues and friends to regularly collaborate and discuss strategies that will make Geography live for their students; from the security of knowing the Council members are imminent NSW-based Geography educators who best know the needs of our Geography teachers and students, to wanting to know how one could contribute to and participate in this association – the GTANSW has a continual and evolving contribution to a journey in geographical education. This is only a snapshot of the effect the GTANSW has on me and how I believe this association benefits others. I sincerely hope all members can identify ways in which their connection to this professional association has shaped and enhanced their experience and growth as Geography educators.
Continuing the theme of connection and expertise, an icon of the GTANSW, Nick Hutchinson, has completed his term as President and now fulfils the role of Immediate Past President and AGTA Conference Convenor. Nick has lead the Association as President on several occasions and has maintained his involvement in other capacities when not serving in the presidential role. On behalf of the GTANSW I would like to thank Nick for his leadership, considered counsel, approachability and vision for Geography in schools. He has been at the forefront of leading us in to 21st Century Geography through his research in to and passion
for personal geographies and key conceptual analysis, particularly for place, space and interconnection. The GTANSW Council acknowledges and appreciates Nick’s long-term commitment to the Association and looks forward to his continual involvement in our activities throughout 2014.
Having recently returned to a school-based leadership position from leading the development of the Australian Curriculum: Geography at ACARA, I am acutely aware about the level of salience a professional association can have in shaping and influencing the direction of curriculum documents. To that end I would like to encourage all members to maintain their membership to the GTANSW and constructively participate in consultation opportunities that will arise as the Office of the Board of Studies NSW develops the new NSW syllabus, incorporating Australian curriculum content, for K–10 Geography. Of course the association will be in regular communication with members about the progression of the new syllabus.
It is an honour and a privilege to have been elected to this role, particularly after the era of Nick Hutchison, and I am incredibly grateful and appreciative for the opportunity to work with an experienced, diligent and enthusiastic Council in leading NSW towards and through what will be significant change in Australian geographical education.
The GTANSW is looking forward to a productive and interesting 2014.
Susan Caldis President, GTANSW Head Teacher HSIE, Castle Hill High School
8 Geography Bulletin Vol 45, No 4 2013
I wish to attend the Hunter Valley HSC Mini Conference 2014
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HSC MINI CONFERENCE Crowne Plaza Hunter Valley
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Wednesday 12 –Thursday 13 March, 2014• Curriculum updates
• Support for teachers new to teaching HSC Geography
• HSC topic updates
• HSC Examination insights
• Assessing HSC Geography
• Differentiating students in the HSC examination
• Using ICT in the Senior Geography Classroom
• GeogSpace: Professional learning and curriculum support materials
• Collecting and analysing evidence of professional practice
ACCOMMODATION – (includes a full buffet breakfast)
Twin share room $105 or
Single occupancy $210
Geography Bulletin Vol 45, No 4 2013 9
thE timE haS COmE tO makE it haPPEN
Implementing the Australian Curriculum: Geography and the GeogSpace resources
Malcolm McInerney, AGTA Chair
From the beginningIt seems like only yesterday when the then AGTA Chair, Nick Hutchinson, set in motion the process for a National Geography Curriculum, which came to fruition on 20 May this year. To get the process underway Nick made an appointment with the then Federal Education Minister, Julie Bishop, to discuss the concern in the Australian geographical community of the declining number of students undertaking Geography in Australian schools, and the need for intervention in the diminishing place of the subject in the educational setting in Australia. The resulting February 2008 Erebus International report, A study into the Teaching of Geography in Years 3–10, played a crucial role in convincing the Australian Government in 2008 to include Geography as a subject in the development of the Australian Curriculum. Since the announcement by the Australian Curriculum, Assessment and Reporting Authority (ACARA) in May 2009 that Geography was to be a Phase 2 subject of the new Australian Curriculum, life has been rather hectic for those involved in the development of the curriculum and support materials.
This article aims to:
• highlight the process of curriculum development over these four years
• unpack the curriculum and the supporting materials (GeogSpace) recently published by the Australian Geography Teachers’ Association (AGTA) and Education Services Australia (ESA)
• discuss the opportunities and risks associated with the implementation stage of the curriculum.
Summary of the key stages of the development of the Australian Curriculum: Geography:
May 2009: ACARA presented with the TNGC Background Paper and Position Paper
October 2009: ACARA Geography Reference Group established to develop a draft AC: Geography Shape Paper
June 2010: draft AC: Geography Shape Paper released for online consultation
July 2010: ACARA Advisory Group appointed to produce the final AC: Geography Shape Paper
January 2011: AC: Geography Shape Paper released
March – October 2011: a group of writers and advisers worked on developing a draft scope and sequence
October 2011: draft scope and sequence released for online consultation
March –June 2012: writer and advisers respond to feedback and draft a new scope and sequence
June –July 2012: draft goes to jurisdictions and GTAs for feedback
August–September 2012: final rewrite by writers and advisers
October 2012 – April 2013: Geography curriculum to go to jurisdictions and the ACARA Board for approval
20 May 2013: on-line publication of the Australian Curriculum: Geography
31 May 2013: ESA SACOL geography site called GeogSpace (developed by AGTA) released
May – June 2013: final consultation on the senior curriculum for Geography
2013 ?: release of the senior curriculum for Geography.
The development of the Australian Curriculum: Geography was a complex and, at times, frustrating process. The process required considerable consultation with stakeholders such as the jurisdictions (State, Independent and Catholic) around Australia, AGTA and its affiliate geography teachers associations (GTAs), classroom teachers, university geographers represented by the Institute of Australian Geographers (IAG), Royal Geographical Societies, ACARA consultative groups on the cross-curriculum priorities (Indigenous, Asian and Sustainability), industry (spatial industry, farmers), special interest organisations (environment groups) and community groups such as emergency services. This extensive and thorough consultation, whilst deserving of respect, resulted in considerable negotiation, rewrites, compromise and delays. Despite the fact that the curriculum was published some 20 months later than originally scheduled, we have a curriculum which meets the needs of a wide range of individuals/groups, and one with the flexibility and positive intent which can be turned into quality education by the “curriculum makers”, the teachers of Australia. As geographers, we look to the implementation of the curriculum as a key strategy in turning around the decline of Geography in Australian schools.
“Geography teacher professional associations have lobbied strongly to reintroduce geography as a core subject, as a strategy to reverse the significant decline in the number of students in Australia studying this subject in any depth. They rightly point
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Implementing the Australian Curriculum: Geography and the GeogSpace resources
to the challenges for the discipline now and into the future if the number of teachers with sufficient knowledge and skills in the area is not significantly increased.”
Excerpt from the conclusion of the 2008 Erebus Report.
The engagement of young people with Geography is of paramount importance in the development of an informed, responsible and active citizen. Further to this student-focussed aim, geographers have seen the new Geography curriculum as an opportunity to:
• evaluate courses and pedagogy in line with 21st Century learning
• integrate spatial technologies
• present Geography as a dynamic, relevant, vibrant and exciting discipline for students
• promote the “brand” of Geography in the community.
Unpacking the curriculumThe Australian Curriculum: Geography has been met with positive comments in regards to the clarity and appropriateness of the structure and content of the curriculum. In this section I wish to highlight the key components of the curriculum in an effort to provide a summary document which can be used with teachers trying to understand the new curriculum. The curriculum is available at www.australiancurriculum.edu.au/Geography/Rationale and, as a 21st Century online curriculum, is able to be modified and adapted as implementation occurs. Such adaptability is something which will add to the quality of implementation as teacher’s trial and test the curriculum. Three sections which caused significant debate and consumed a great amount of time to get right were the definition, aims and concepts. These were fundamental to the development and character of the curriculum and provided the ethos and shape of what was eventually written as the core of the document.
DefinitionGeography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal to the global and time periods from a few years to thousands of years.
AimsGeography aims to develop:
• a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world
• a deep geographical knowledge of their own locality, Australia, the Asia region and the world
• the ability to think geographically, using geographical concepts
• the capacity to be competent, critical and creative users of geographical inquiry methods and skills
• informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable and socially just world.
ConceptsThe Australian Curriculum: Geography identifies the concepts of place, space, environment, interconnection, sustainability, scale and change as integral to the development of geographical understanding. These are high-level ideas or ways of thinking that can be applied across the subject.
It is important to note that the Geography curriculum is unique compared to the other learning areas. It was built around these seven concepts, which were developed before structure or content was discussed. It is a truly conceptual curriculum requiring an understanding of the concepts to unravel and interpret the content, understandings, skills
Geography Bulletin Vol 45, No 4 2013 11
Implementing the Australian Curriculum: Geography and the GeogSpace resources
and achievement standards. Another article in this edition of Interaction provides a detailed insight into these concepts and is required reading for those interested in exploring the richness of the Geography curriculum.
StructureOnce the definition, aims and concepts were decided upon, the task was to develop a structure to populate with content and skills and in turn to build a curriculum narrative. The writers were somewhat beholden to the History curriculum structure, requiring the Geography curriculum to have two strands, focussed on knowledge/understanding and skills. However, the Geography deviates from the History curriculum by building into the skills strand a geographical inquiry process, with the strand being called Geographical Inquiry and Skills.
The Australian Curriculum: Geography is divided into two strands as follows:
Geographical knowledge and understandings Geographical inquiry and skills
Content descriptions with elaborations for each year from F–10.
Geographical knowledge refers to the facts, generalisations, principles, theories and models developed in Geography.
Geographical understanding is the ability to see the relationships between aspects of knowledge and construct explanatory frameworks to illustrate these relationships.
Content descriptions with elaborations over two years, commencing with Foundation but then 1–2, 3–4, 5–6, 7–8, 9–10. However the elaborations are customised on a yearly basis in accordance with the year level themes and topics.
Geographical inquiry is a process by which students learn about and deepen their understanding of Geography.
Geographical skills are the techniques that geographers use in their investigations, both in fieldwork and in the classroom (formulating a question and research plan, recording and data representation skills, using a variety of spatial technologies and communicating with appropriate geographical vocabulary).
Geographical skills are described in the curriculum under five sub-headings representing the stages of a complete investigation.
The stages of an inquiry are:
• observing, questioning and planning
• collecting, recording, evaluating and representing
• interpreting analysing and concluding
• communicating
• reflecting and responding.
Using the two-strand structure, each year level is written using the following headings:
Year level description: provide a focus of study at each year level. The descriptions identify the key geographical concepts that are to be the focus for understanding and articulate how students’ geographical knowledge, understanding, skills and mental map of the world will be developed.
Key inquiry questions: provide a framework for developing students’ geographical knowledge and understanding, and inquiry and skills.
Content descriptions: knowledge, understanding and
skills that teachers are expected to teach and students are expected to learn.
Elaborations: illustrate and exemplify content and to assist teachers in developing a common understanding of the content descriptions. They are not intended to be comprehensive or compulsory content points that all students need to be taught.
Achievement standards: articulates the depth of conceptual understanding, the sophistication of skills and the ability to apply essential knowledge expected of students – the quality of student learning as a result of what they are taught.
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Implementing the Australian Curriculum: Geography and the GeogSpace resources
Geography Bulletin Vol 45, No 4 2013 13
The themes and topicsYears F–6 is theme based, with five to six content descriptions being presented as the course of study. The themes are:
• Foundation Year: People live in places
• Year 1: Places have distinctive features
• Year 2: People are connected to many places
• Year 3: Places are both similar and different
• Year 4: The Earth’s environment sustains all life
• Year 5: Factors that shape the human and environmental characteristics of places
• Year 6: A diverse and connected world.
In terms of the F–6 curriculum narrative, the themes across the years have been designed to progressively develop student understanding and to avoid repetition, so it is vital for teachers to know what students should have learned in previous years and what they will learn in later years. There are progressions in:
• Environment: from weather to climate, vegetation and natural hazards
• Understanding of places: from features to characteristics to explaining characteristics
• Knowledge of the world: from local to global
• Understanding of space: from knowing location to managing spaces.
At Year 7, the curriculum changes from a thematic approach to a topic structure with five to six content descriptions for each topic. There are two topics for each year level with one being focussed on physical geography and the other on human geography. After many changes during the consultation periods, with topics moved between year levels and some significant changes, the following topic coverage was decided upon:
• Water in the world (7)
• Place and liveability (7)
• Landforms and landscapes (8)
• Changing nations (8)
• Biomes and food security (9)
• Geographies of interconnections (9)
• Environmental change and management (10)
• Geographies of human wellbeing (10).
Unlike the F–6, a curriculum narrative is much more difficult to articulate, though such a process is an interesting activity for faculties to undertake in an effort to deconstruct the curriculum and develop their own rationale for the curriculum progression.
The next step: GeogSpace on-line resourcesOnce the Geography curriculum was written, AGTA saw the need to develop resources to support it. In March 2012, AGTA was successful in tendering to undertake the development of the Geography on-line resources for the Educational Services Australia (ESA) Supporting the Australian Curriculum On-line (SACOL) project. AGTA commenced developing the resource, to be known as GeogSpace, in July 2012 and employed 12 writers from across Australia to write innovative and comprehensive illustrations of practice linked to the Australian Curriculum: Geography. On 31 May 2013, the GeogSpace site went live at www.geogspace.edu.au and was met with great enthusiasm from geographers around Australia who saw the resource as much needed support to the successful implementation of the new curriculum. The illustrations of practice are not just activities for students but have also been designed to provide materials for quality professional learning. GeogSpace was developed with the following in mind, to:
• be a resource to support the teaching of the Australian Curriculum: Geography
• provide the framework, content pedagogical knowledge, teaching approaches and resources to support professional learning across Australia
• have the capacity to support the delivery of professional learning to “Geography” and “non-Geography” Geography teachers
• cater for primary and secondary school implementation of the Australian Curriculum: Geography
• integrate ICTs throughout the curriculum relevant to the teaching of Geography
• reflect “world best practice” i.e. range of sources, in particular the UK Geography teaching resources have been purchased
• be a free website (open to all) containing over 60 illustrations of practice and professional learning objects
• be written and developed by Australian Geography teachers from every state of Australia – a first ever resource for Australian Geography teaching
• be a 21st Century Geography resource dedicated to the Australian Curriculum: Geography.
Implementing the Australian Curriculum: Geography and the GeogSpace resources
14 Geography Bulletin Vol 45, No 4 2013
GeogSpace structure
The GeogSpace site comprises two major resource sections – Core units and Support units.
Core units comprise illustrations of practice for stages of schooling described in the Australian Curriculum: Geography. The illustrations are provided for Years F–4, Years 5–6, Years 7–8 and Years 9–10.
The illustrations are designed to provide classroom-ready ideas and resources that reflect the dynamism of Geography. Each illustration is linked to the curriculum and provides opportunities for students to actively engage in learning, whether it be through undertaking class research, practical activities, field investigations or through taking local action.
The Core units have three sections for each of the stages of schooling:
1. Key understandings: the fundamental understandings are articulated and illustrations of practice are developed to model the understandings.
2. Inquiry and skills: the key inquiry and skills for the stage are articulated and illustrations of practice are developed to model the skills.
3. Exemplars: learning activities have been designed as illustrations of practice, directly linked into the content descriptions of the curriculum.
Support units provide illustrations of practice designed to support teachers’ professional learning and provide guidance, information and resources in eight areas of geographical education:
1. Thinking geographically: illustrations to develop and enrich the geographical imagination and exploring vocabulary to adequately express the richness of geographical concepts.
2. Why teach Geography?: illustrations to explore how geographical studies help students to understand the uniqueness of their own place, the world they live in and their involvement within it.
3. Professional practice: illustrations to explore how teachers can support students whose attitudes, abilities, cultural backgrounds and preferred learning styles vary greatly.
4. Fieldwork: illustrations to support the use of fieldwork as a physical activity of “exploring Geography”.
5. ICTs in Geography: illustrations to promote the use of geospatial technologies to support spatial thinking and to make the acquisition of knowledge more efficient and engaging.
6. Assessment in Geography: illustrations to support teachers in understanding the standards, and how to apply them in both planning and practice.
7. Language of Geography: illustrations to explore how literacy learning practices that can be employed in the Geography classroom.
8. Geographical inquiry: illustrations to show how geographical inquiry can give students the opportunity to actively engage in understanding their own place and the world they live in.
It is anticipated GeogSpace will continue to grow and become even more interactive and comprehensive as it reflects the dynamism of geographical education in the 21st Century. AGTA welcomes feedback about the GeogSpace site and resources and looks forward for the resource to be used across Australia, as it is intended, to support the implementation of the curriculum. Feel free to advertise in any way possible amongst your colleagues interested in
Implementing the Australian Curriculum: Geography and the GeogSpace resources
Geography Bulletin Vol 45, No 4 2013 15
teaching the Australian Curriculum: Geography and “learn” about modern Geography in schools (flyer below, available on the GTAV site at www.gtav.asn.au.
Opportunities and risksAs with any new curriculum, there is a range of opportunities and risks associated with the implementation of the philosophy, ethos and content embodied in the new curriculum. During the implementation stage, it is important that we are cognisant of these opportunities and risks in order to take advantage of and address them. Here is a brief précis of just some of them.
Opportunities
Spatial technologyAfter years advocating for the use of spatial technology in schools, the Australian Curriculum: Geography overtly refers to the use of GIS and other spatial technologies as not only desirable but as an expectation.
“In Geography, students develop ICT capability when they locate, select, evaluate, communicate and share geographical information using digital technologies and learn to use spatial technologies.”
From the General capabilities section of the ACARA Rationale for Geography at www.australiancurriculum.edu.au/Geography/General-capabilities
Other important references to the use of spatial technology is to be found throughout the Inquiry and Skills strand, in the geographical level of inquiry titled: collecting, recording, evaluating and representing. For example from Year 6 onwards one of the content descriptions for this inquiry level is:
“Represent the spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate.”
Foundation to Year 10 at www.australiancurriculum.edu.au/Geography/Curriculum/F-10
Such an overt reference to the use of spatial technology in the document is an important adjunct to our efforts to use the modern technology of Geography in Geography classrooms. Whilst an opportunity, for this expectation to not be a risk to the teaching of the curriculum, considerable time and effort needs to put into building the capacity of teachers to meaningfully use spatial technology. What the curriculum has done is give a green light for such work!
FieldworkAs have all GTAs across Australia, the GTAV has been a strong advocate of fieldwork as an important and integral part of Geography. Whilst cautious in mandating fieldwork, the curriculum does make overt reference to fieldwork as an important activity if a school intends to conduct quality geographical education.
“They conduct fieldwork, map and interpret data and spatial distributions, and use spatial technologies.”
From the Rational of the curriculum at www.australiancurriculum.edu.au/Geography/Rationale
Although it is somewhat disappointing that fieldwork is not specifically mentioned in the content descriptions in the Inquiry and Skills strand, fieldwork is implied in year level Content Descriptions and Elaborations in most years. For example:
“Evaluate sources for their reliability, bias and usefulness, and represent multi-variable data in a range of appropriate forms, for example, scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies.”
Year 9 content description
“… interpreting and creating maps such as flow and choropleth maps, or plans for specific purposes, for example, a bushfire management plan mapping geographical data using spatial technologies, the location of recent bushfires in Australia, or information they have collected through fieldwork.”
Year 5 elaboration
It is also worth noting that fieldwork was implicit in the 2011 Shape Paper for the curriculum with statements such as:
“The Australian Curriculum: Geography will involve field work at all stages, as this is an essential core component of geographical
Implementing the Australian Curriculum: Geography and the GeogSpace resources
16 Geography Bulletin Vol 45, No 4 2013
learning. Field work is any study undertaken outside the classroom, and could be within the school grounds, around the neighbouring streets, or in more distant locations.”
Shape of the Australian Curriculum: Geography January 2011, page 15
www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_Geography.pdf
Inquisitive inquiryAs geographers, we are keen to nurture the inquisitiveness of students so that they can develop an understanding of the geographical world for themselves. Such inquisitiveness and questioning is an important component of the inquiry approach, an approach strongly embedded and enunciated in the curriculum through the structure and content of the Inquiry and Skills strand. As is stated in the curriculum:
“Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret information; and suggest responses to what they have learned.”
The Rationale at www.australiancurriculum.edu.au/Geography/Rationale
“Geography aims to ensure that students develop the capacity to be competent, critical and creative users of geographical inquiry methods and skills.”
Aim Number 4 of the curriculum at www.australiancurriculum.edu.au/Geography/Aims
Such an integrated focus on geographical inquiry, as developed in the new curriculum, lends great support to quality, student-centred geographical learning and should be a useful guide to the nature of the pedagogy employed in the teaching Geography.
Community perceptions of GeographyThe curriculum also provides the opportunity to challenge a community (and educationalist to a lesser degree) perception of Geography as just about maps and studying the landscape. Whilst this is part of geographical studies, geographers know that the discipline and its concepts are much richer and all-encompassing. The study of human Geography, with all its relevance to the lives of students, is evident in the content descriptions of the curriculum and across the curriculum through the critical and creative thinking, ethical understanding, intercultural understanding and personal and social general capabilities of the curriculum. The extent of geographical learning is also enhanced by the cross-curriculum priorities of Aboriginal and Torres Strait Islanders’ histories, Asia and Australia’s engagement with Asia and Sustainability. As a holistic and integrated subject, the coverage of all these cross-curriculum capabilities and priorities in Geography is impressive and should be recognised as not only a strength of our subject in schools but also an opportunity to educate the community on the nature and value of Geography in the curriculum.
Engaging with primary schools and others requiring professional learning in Geography
The inclusion of Geography as a subject in the Australian Curriculum has provided the opportunity for it to be taught throughout the primary years, requiring all teachers in primary schools to engage with the discipline. Such a requirement is unprecedented and will provide the opportunity for Geography associations such as the GTAV to conduct professional learning with primary teachers –a long-time “Holy Grail” for GTAs. Already we are seeing an increase in the number of primary (and secondary) teachers attending Geography conferences and professional learning activities.
There will also be demand for professional learning from secondary teachers. Many Humanities/SOSE teachers will also need to revisit their knowledge and skills of Geography as they engage with the more discipline-based and conceptual Geography Curriculum. AGTA, and all GTAs are presently working on ways to meet the demand of providing quality professional learning. As mentioned earlier, GeogSpace has been developed to provide professional learning materials for teachers from F–10. This opportunity is quite a challenge, but one that must be met if we are to see quality Geography taught in our schools in response to the new curriculum.
RisksProfessional learning requirementsThe demand for professional learning – to develop the capacity of teachers to teach the new curriculum as a discipline – needs to be met if we are to translate a theoretically good curriculum into a quality curriculum in application. All aspects of the curriculum need to be translated into practice to ensure that students receive a Geography education of the highest quality. This will involve teachers looking beyond the content descriptions as a checklist of teaching activities and to see that the curriculum has the potential to be intellectually challenging, dynamic, engaging and relevant to all students.
To do so, teachers need to be familiar and confident with the:
• concepts of the curriculum
• demands of the inquiry process and skills strands
• use of spatial technologies
• requirements to conduct fieldwork
• general capabilities
• nature of the achievement standards
• cross-curriculum priorities specific to the Geography curriculum.
Only when then these areas are addressed will teachers have the confidence to develop engaging pedagogy to motivate students to learn Geography.
Communicating with jurisdictions and schoolsThere is a need to work with jurisdictions and schools to ensure that the curriculum is taught with discipline rigour as Geography and not lost through the expediency of
Implementing the Australian Curriculum: Geography and the GeogSpace resources
Geography Bulletin Vol 45, No 4 2013 17
integration with other subjects. In primary schools, it is very likely that there will be a need for connection with other learning areas. In fact, as the curriculum was developed, writers were required to “keep an eye on” the four learning areas already published. Hence, water is a topic in Year 7 Geography because water is also a topic in Year 7 Science. However, discussions are required with jurisdictions and schools to emphasise that the Australian Curriculum: Geography has been written as a discipline and that there is a requirement to engage with the knowledge, understandings, concepts, skills and inquiry processes specific to the Geography curriculum. Only through such a treatment of the curriculum can schools ensure that they are addressing the achievement standards appropriately and adequately so that they can report to parents with veracity on student achievement. Without these discussions and consideration of the issues of appropriate processes of curriculum connection and geographical pedagogy, the quality of the teaching, assessing and reporting is at the risk of being seriously compromised in schools, despite the fact that a quality curriculum has been developed.
The compulsory yearsIn some states, it has not been compulsory to teach Geography at Years 9 and 10. Despite the best efforts of AGTA and GTAs across Australia to lobby for these years of Geography to be compulsory, it remains a decision of the jurisdiction and/or schools in most states. This situation is quite a risk for the future of senior school Geography in our schools. It is important that all students study Geography to Year 10 – a level of greater sophistication in learning – to help them make informed decisions as they select their senior school subjects. This situation is further exacerbated by the fact that if the subject is not compulsory, students will miss out on some critical geographical learning in relation to agriculture (Year 9 Biomes and Food security), development (Year 10 Geographies of human well-being) and sustainability (Year 10 Environmental change and management) by not
having the requirement of studying Year 9 and 10 Geography. These topics are all critical aspects of developing students to be “as informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable and socially just world”. (Aim 5 of the curriculum).
The capacity to deliver professional learningThe final risk relates to the capacity of AGTA and GTAs to deliver professional learning. AGTA has helped ACARA write the curriculum and has developed the GeogSpace resources to support the curriculum, but how do we provide professional learning across Australia to the thousands of teachers requiring some degree of support as they engage with the curriculum? Unfortunately, over the years, jurisdictions have generally withdrawn from subject-based professional learning on the scale required. AGTA and the GTAs are actively working with jurisdictions, publishers, private providers, universities, Royal Geographical Societies and Geography-related industries to develop a strategy to deliver quality professional learning to teachers across Australia. This work is only commencing and, if not successful, there may be a risk that our goals of seeing this new curriculum reinvigorate Geography in our schools may be challenged. From my knowledge of the passion and commitment of the Geography community, I am sure this risk is minimal.
ConclusionWith the curriculum written and the resources online, AGTA and the GTAV are turning attention to providing professional learning to develop the capacity of teachers to deliver the curriculum. We are now embarking on a process commenced back in 2006 to reinvigorate and grow Geography in Australian schools – a process to enable Geography to take its rightful place as a critical subject for young people to learn. I am confident that the work of geographers across Australia during the writing of the Australian Curriculum: Geography and developing the GeogSpace resources will be truly worthwhile.
Implementing the Australian Curriculum: Geography and the GeogSpace resources
Geographical Education –Volume 26, 2013ReportsChair of Director’s Annual Report 2013 — Malcom McInerney
Empowering the Next Generation to Make their Own World — Nick Hutchinson
ArticlesWorld Views, A Story About how the World Works: Their Significance in the Australian Curriculum: Geography — Nick Hutchinson
Who Hung the Humanities — David Lambert
Introducing National Curriculum Geography to Australia’s Primary Schools: Lessons from England’s Experience — Simon Catling
Building Geography’s New Frontier: Implementing the Australian Curriculum Geography — Ken Purnell
Australian Geography Teachers Association – www.agta.asn.au/Resources
18 Geography Bulletin Vol 45, No 4 2013
PTC NSW in partnership with the Department of Foreign Affairs and Trade – Australian Aid to support the integration of a global perspective across the curriculum
Global Education Project NSW – www.ptc.nsw.edu.au, click on Global Education
SchoolS NEtWork ProGraman invitation to join the Global Education Project NSW
Government, catholic and Independent schools in New South Wales are invited to join the Global Education Schools Network Program.
The Global Education Schools Network Program (GESNP) develops dynamic communities of learning. This program assists teachers to integrate a global perspective in their classroom practice to address the BOSNSW syllabuses.
Teaching with a global perspective broadens students’ outlook to become active, involved citizens of the global community. There are five global education learning emphases. They are: interdependence and globalisation; identity and cultural diversity; social justice and human rights; peace building and conflict resolution; and sustainable futures.
Benefits of the GESNP include:
a seeding grant for schools new to the program
a free resource kit
free professional learning events
support from the school and wider school community, regional ‘Hub’ leaders, and the GE Project NSW team
funding for ‘Hub’ leaders
administration funding
a strong network of cross sectoral communities of learning across NSW
opportunities to participate in study tours to the Asia/Pacific regions
Global Education Project Grants
The online application form can be located here, or download a copy and forward to:
GESNP membership applicationPo Box 577, leichhardt NSW 2040
membership is free for all schools in NSW
Geography Bulletin Vol 45, No 4 2013 19
– the new Australian CurriculumJohn Butler, OAM
gEOgRaPhy iN PRimaRy SChOOlS
At last! We have a marvellous, new opportunity to interest young children – the Australian Curriculum: Geography has now been published. Now there is a carefully formulated curriculum for Geography from Foundation to Year 10.
The Australian Curriculum: Geography reflects a huge amount of research, analysis, consultation and imagination to produce not only a structure for teaching Geography, but also plenty of ideas and inspiration. It encourages teachers to think about methodology, learning, and standards of achievement. But, best of all, it is stimulating and exciting! It contains so much of the geography that is appropriate for younger children and taps into their interests while at the same time extending their understanding of the world.
The AGTA GeogSpace ProjectTo provide teachers with support with the new curriculum, the Australian Geography Teachers’ Association (AGTA) has been involved in developing the GeogSpace project with Education Services Australia (ESA). It has resulted in a comprehensive set of materials available freely online as a support for implementing the new curriculum. It contains material of all kinds on teaching Geography as well as specific exemplars on every level of the curriculum from Foundation to Year 10. More details of GeogSpace are given later in this article.
Progression through the yearsIn the Australian Curriculum: Geography there is a clearly labelled progression through the primary years, from Foundation to Year 6. It is visible in the key ideas shown below:
Foundation Year – People live in places
Year 1 – Places have distinctive features
Year 2 – People are connected to many places
Year 3 – Places are both similar and different
Year 4 – The earth’s environment sustains all life
Year 5 – Features that shape the human and environmental characteristics of places
Year 6 – A diverse and connected world.
As can be seen from these statements, there is a progression in complexity from a simple understanding of places that are close and well-known through the comparisons and contrasts of places to the consideration of the Earth’s environment and the diversity within the whole world.
This does not mean that children only look at local examples in the early years. The curriculum recognises that children find fascination in far-off places, and that they want to inquire into these just as much (and sometimes more) as they want to know about the place in which they live.
A feature of the Australian Curriculum: Geography that teachers and parents will appreciate is that there is an attempt to prevent the wasteful and boring repetition of examples and case studies which has bedevilled teaching in some school situations. For example, in Year 4 there is an emphasis on Africa and South America, in Year 5 it is Europe and North America, and in Year 6 it is Asia. This does not mean that other places cannot be taught, and it does not mean that the approach to Geography is regional; it just means that there is a structure to help teachers organise their teaching.
Progressive methodologyThe primary years of the Australian Curriculum: Geography are clearly based on an understanding of children’s development through these years. In the supporting AGTA GeogSpace material, there is also a clear pattern of choosing exemplars which use methodology appropriate to each of the developmental levels.
In the Foundation Year, much of the children’s learning is done through play-based activities. Hands-on techniques are commonly used, as are children’s toys and role-play activities. The two illustrations (exemplars) in GeogSpace for this level are: Making a model of a place like mine and Mental maps of home and school. Figure 1 is a photograph of a model town as in the first illustration for this level.
Fig 1: A model town made with toys
In Years 1 and 2, children can learn the basic skills of maps through drawing sketch maps and looking at maps associated with stories. They can manage simple observations and recordings of things they see in the school-yard. Globes and maps of the world should be used often. All of these can be used in simple inquiry activities. The two illustrations in GeogSpace for Year 1 are: My place (using sketch maps and
20 Geography Bulletin Vol 45, No 4 2013
Geography in primary schools – the new Australian Curriculum
taking photographs) and Investigating the weather (using simple recording charts). For Year 2 they are: Our place on the globe (using the globe creatively) and Mapping world interconnections (family, travel, media, possessions).
Fig 2: Orienting a globe to show day and night, and the length and direction of a shadow at Adelaide
By Years 3 and 4, children will be able to use maps and resources of different kinds, and make deeper inquiries into all kinds of questions. They are able to work together in groups to produce results, and have the skills of reading and writing needed to be developed in depth and breadth in all subjects. The two illustrations in GeogSpace for Year 3 are: Making your own atlas (making a personal or group selection of maps of Australia) and Children in different places (a drama activity which uses 16 role cards about children in neighboring countries). In Year 4 they are: Habitats for animals – an inquiry (beginning with a child’s favourite animals) and The GeoSix and the swamp monster (an interactive story about pollution and waste.
Fig 3: An excerpt from ‘The GeoSix and the swamp monster’ in GeogSpace
The GeoSix and the swamp monster Chapter One ‘My sneakers are ruined!’
Sophie was horrified as she stared at her sneakers. They were covered in thick purple slime.
‘How did that happen?’ asked Antonia.
‘I was walking across the vacant block where we always walk, but something has happened there. You know that there is always rubbish there, but today there seemed to be slime oozing from the ground, and the rain has turned the block into a swamp.’
‘Perhaps there is a swamp monster there!’ said Joshua, ‘I would like to see a black speckled swamp monster with breath so poisonous that it gives off a horrible smell!’
‘No,’ said Hannah, ‘there is no such thing as a swamp monster – at least not in our town! I wonder if somebody has dumped some horrible goo there?’
‘Let’s find out what has happened!’ said Jonty.
The others agreed. The six cousins had already had a few adventures together, and they called themselves the GeoSix because they particularly liked adventures related to the geography of their surroundings. They were pleased to have a new challenge.
At this point you might think about be the causes other than a swamp monster for the slime and the smell.
In the upper primary years of 5 and 6, fieldwork activities in the local area and further away can be done, ICT can be used as a major source of information and a method of creating maps. Children can be asked to assess current situations and suggest improvements, and group interaction can be used to promote deeper and clearer thinking. To support these methodologies, the GeogSpace illustrations for Year 5 are: The GeoSix and the bushfire (another interactive story using children of Year 5 age) and Planning your local place (an issue-based activity using fieldwork and beyond). For Year 6 the illustrations are: Using geography thought-provokers (a set of cards with statements which have to be evaluated for relevance) and Using your computer to discover an unequal world (an introduction to using Worldmapper and Gapminder)
Fig 4: Excerpt from a thought-provoker card in GeogSpace
Thought-provoker question 2: Why are many of my clothes made in China?
Read the following statements carefully. All of them are factually correct, but not all of them are relevant to answering the question.
When you have read the question:
• select those statements that are relevant
• put them in a logical order
• then use them to write an answer to the question.
China is the largest producer of cotton in the world.
China has about 7,500 companies producing cotton cloth.
The growing of cotton needs large amounts of irrigation water.
Xinjiang is China’s largest cotton producing area.
China is Australia’s largest trading partner.
Australia exports mainly coal, iron ore and natural gas to China.
Geography Bulletin Vol 45, No 4 2013 21
Geography in primary schools – the new Australian Curriculum
China has a long tradition of clothing manufacture.
Workers in Chinese factories are generally paid less than those in Australian factories.
Australia has good relations with China.
Many famous European and USA clothing labels use Chinese factories to make their garments.
China has a population of 1.3 billion people.
China has had a ‘one-child’ policy since the 1980s.
China has one of the world’s fastest growing economies.
China has the world’s largest number of mobile phone users.
China is a low-cost manufacturing country
The inquiry approachWithin these examples there are many mentions of inquiry because this is one of the key approaches in the curriculum. The use of inquiry for effective learning is explained in Teaching Primary Geography Australian Schools (a new book commissioned and endorsed by AGTA) as:
There is good evidence that, in a number of situations, enquiry can be particularly advantageous, such as:
• in developing observation and investigative skills when working out of the classroom, particularly for very young children;
• when employing increasingly complex questions to develop children’s geographical understanding;
• where the children are involved in generating an enquiry through their own questions because it is relevant and meaningful to them and their lives;
• when children are involved in real-world enquiries, linked to their own environment, involving engaging fieldwork, analysing and using the results, e.g. to run a ‘public enquiry’ where they work collaboratively, and express their own feelings, attitudes and views;
• being provided with opportunities to articulate their preferred future for a development and to have their say in determining what places should look like;
• using enquiry skills to investigate what is not always immediately obvious and so look for the interconnections between seemingly disparate issues and link them together to gain a more holistic and coherent understanding – this has the bonus of stimulating their curiosity and encouraging them to find out more.
(extract from page 85 of Teaching Primary Geography for Australian Schools by Simon Catling, Tessa Willy, John Butler 2013)
In the Australian Curriculum: Geography, the inquiry approach is described as progressing through the following actions:
• observing, questioning and planning
• collecting, recording, evaluating and representing
• interpreting, analysing and concluding
• communicating
• reflecting and responding.
This process is similar to that outlined in the Australian Curriculum: Science, and Australian Curriculum: History. For the teacher of primary years, this gives a unity to connections within the curriculum as a whole.
Having fun with GeographyThe world is full of amazing contrasts. It is not hard to come up with a list of dozens of spectacular landforms, city sights, weather phenomena, different cultures, and human activities. This fascinating world is what we are trying to bring into the classroom, so that each child finds particularly interesting things which stimulate further inquiry.
To achieve this, it is essential to make the Geography lessons in primary school enjoyable, so that children develop a positive attitude to them. Fortunately the learning of Geography lends itself to the incorporation of plenty of activities which are enjoyable to children as well as being effective vehicles of learning. These include games, songs, atlas and map games, quizzes, drawing pictures for a purpose, role playing, thinking games and group activities.
In addition to these, the range of methods that are common to all Geography teaching and learning can be employed as children progress through the primary years. These include all kinds of fieldwork, map drawing, map using, ICT map creation, surveys, model-making, observations, problem solving, creative thinking and decision-making. This variety of learning activities is an essential part of Geography, and is also sound pedagogy in that it caters for different learning styles.
Fig 5: Making a model of a savanna landscape, with toy animals and cut-outs
Help for the Primary TeacherAs well as the illustrations of practice described on the GeogSpace website, there are sections on teaching the key understandings, the skills and the inquiries of all levels of geography, and a more general section with help on ICT, fieldwork, assessment, and five other aspects of Geography teaching.
AGTA has also commissioned and endorsed Teaching Primary Geography for Australian Schools, which is based on a UK resource for teachers, but has been adapted and updated for use with the new Australian Curriculum: Geography.
No doubt there will be much more material from publishers, associations and individuals published in the next year, but clearly there are already diverse resources available to support and encourage teachers of Primary Geography.
22 Geography Bulletin Vol 45, No 4 2013
North Koreaand neighbouring areas of China
The Geographical Society of New South Wales Study Tour to
SEPT2014
3RD TO 21ST
When the Geographical Society of New South Wales first began to conduct study tours in the 1960s, it focussed on countries that were difficult to enter and even more difficult to understand. The Society’s early tours to China during the tumultuous Cultural Revolution are now legendary.
This ground-breaking study tour to North Korea and nearby border areas in China will continue that tradition of helping curious travellers understand and appreciate places that are off the normal tourist trails.
Led by former GTA President, Stephen Codrington, highlights will include visits to the DMZ, a mass gymnastics performance, the ‘sacred’ volcanic crater of Mount Paektu, a train trip from Pyongyang to the Chinese border, the Chinese border city of Dandong, plus many rare sites seen by very few foreign visitors.
Full details of this fascinating opportunity to explore North Korea with other curious, engaged geographers can be seen at http://goo.gl/izMsKt
THE LEAST KNOWNTHE LEAST ACCESSIBLE
THE LEAST UNDERSTOODCOUNTRY IN THE WORLD
THE GEOGRAPHICAL SOCIETY OF NSW ORGANISES ITS STUDY TOURS THROUGH ACR INTERNATIONAL TRAVEL, LOWER GROUND FLOOR, SUITE D, 280 PITT STREET, SYDNEY 2000, NEW SOUTH WALES, AUSTRALIA. TRAVEL AGENTS LICENCE NO. 2TA 5384.
Geography Bulletin Vol 45, No 4 2013 23
Three Gorges Dam Source: http://www.asianinfrastructure.com/media/media-news/news-thumb/100728/threegorgesdamflloding.jpg
auStRaliaN CuRRiCulum
YEAR 7 – THREE GORGES DAMDr Susan Bliss
Asia and Australia’s engagement with Asia priority in the Australian Curriculum provides a regional context for learning in all areas of the Geography curriculum. It reflects Australia’s extensive engagement with Asia socially, culturally, politically, and economically.
A. WHAT ENCOMPASSES ASIA?Asia can be defined in geographical terms, but it can also be described in terms of cultural, religious, historical and language boundaries or commonalities.
While it includes West and Central Asia, in Australian schools studies of Asia will pay particular attention to the sub-regions of:
• North-east Asia, including China, Mongolia, Japan, North Korea, South Korea and Taiwan
• South-east Asia, including Indonesia, Myanmar (Burma), Thailand, Malaysia, Brunei, Singapore, Vietnam, Laos, East Timor, the Philippines and Cambodia
• South Asia, including India, Pakistan, Nepal, Bhutan, Bangladesh, Sri Lanka and the Maldives
Source: http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Asia-and-Australias-engagement-with-Asia
B. BACKGROUND INFORMATIONThe AEF website provides students with a variety of online data display software to investigate and present information about countries of the Asia region. Country-specific data and interactive maps and graphs aim to achieve an appreciation for the diversity of the countries that make up Asia. www.asiaeducation.edu.au
Geographical skills such as maps, photographs, satellite images, graphs, tables and statistics helps students develop an understanding of Asia using digital software to research and present information on the diversity of the Asia region.
Inquiry process• Where is Asia?
• What countries make up Asia?
• How has Asia changed over time?
• What are the connections between Australia and Asia?
24 Geography Bulletin Vol 45, No 4 2013
Resources
• Satellite map of countries in Asia Was Asia bigger than you thought?http://www.asiaeducation.edu.au/curriculum_resources/geography/year_6_seeing_beyond_asia/location_of_countries_in_asia.html
• Worldmapper Compare the regions that comprise Asia on this map and the countries on your hard copy map of Asia. http://sasi.group.shef.ac.uk/worldmapper/display.php?selected=1.
• Watch the video by Hans Rosling called 200 Countries, 200 Years, 4 Minutes. Watch the rise of Asia http://www.asiaeducation.edu.au/curriculum_resources/geography/year_6_seeing_beyond_asia/200_countries_200_years_4_minutes.html
Activities
1. Draw mind maps. Draw a mind map of Asia. This website provides examples of mind maps http://learningfundamentals.com.au/resources/
How to speed your mind mapping: Tricks of the trade http://learningfundamentals.com.au/blog/how-to-speed-up-your-mind-mapping-tricks-of-the-trade/
2. Design an infographic Infographics collate information that is visually pleasing and understandable. It could be used to assess a topic http://www.schrockguide.net/infographics-as-an-assessment.html
C. YEAR 7 DAMMING THE YANGTSE AT THREE GORGES
Asia Education Foundation websitehttp://www.asiaeducation.edu.au/curriculum_resources/geography/year_7_damming_the_yangtze_at_three_gorges/year_7_damming_the_yangtze_landing_page.html
Key focus questions:• What impact has the Three Gorges Dam had on
the people and the environment?
• What are the most significant human and environmental impacts of the Three Gorges Dam?
• How can information be visually presented to effectively communicate your ideas?
Teacher noteshttp://www.asiaeducation.edu.au/curriculum_resources/geography/year_7_damming_the_yangtze_at_three_gorges/year_7_damming_the_yangtze_teacher_notes.html
Photo: Three Gorges Dam – http://commons.wikimedia.org/wiki/File:Three_Gorges_Dam_09.jpg
IntroductionThe Watchers website contain articles on watching the world evolve and transform. The article noted that the ‘The Three Gorges Dam is a hydroelectric dam that spans the Yangtze River by the town of Sandouping, located in the Yiling District of Yichang, in Hubei province, China. The Three Gorges Dam is the world’s largest capacity hydroelectric power station with a total generating capacity of 18,200 MW.’
Source: http://thewatchers.adorraeli.com/2011/06/03/china-admits-three-gorges-dam-has-urgent-problems-as-drought-persists/
1. Infographic
Source: http://www.asiaeducation.edu.au/verve/_resources/4015688799_6a0cf3f9d2.jpg
Three Gorges Dam during construction. . Source: http://commons.wikimedia.org/wiki/File:Three_Gorges_dam.jpg
YEAR 7 – THREE GORGES DAM
Geography Bulletin Vol 45, No 4 2013 25
2. China’s Three Gorges Dam
Source: http://media.mcclatchydc.com/smedia/2007/10/11/17/723-20060518_CHINADAM-153.large.prod_affiliate.91.jpg
3. Satellite: Changes to Yangtse River 1987–2006
4. Aerial photographs illustrating change over time
November 2006
April 1987
Source: http://thewatchers.adorraeli.com/2011/06/03/china-admits-three-gorges-dam-has-urgent-problems-as-drought-persists/
Source: http://www1.american.edu/ted/ICE/china-dam-impact.html
5. Longitudinal profile of the Yangtse River upstream
source: http://thewatchers.adorraeli.com/2011/06/03/china-admits-three-gorges-dam-has-urgent-problems-as-drought-persists/
6. Diagram: Changes in water levels during drought of 2011The Three Gorges Dam, the world’s largest hydropower project, hit by worst drought in Central China in 50 years. Water was discharged from the dam to ease the drought.
Source: http://thewatchers.adorraeli.com/2011/06/03/china-admits-three-gorges-dam-has-urgent-problems-as-drought-persists/
YEAR 7 – THREE GORGES DAM
26 Geography Bulletin Vol 45, No 4 2013
7. Photograph 2011 Drought‘A man walks on a river shoal, which appeared after the water level of the Yangtze River declined, as the city of Wuhan is seen in the background, in Wuhan, Hubei province May 26, 2011. The worst drought to hit central China in half a century has brought water levels in some of the country’s biggest hydropower producing regions to critical levels and could exacerbate electricity shortages over the summer. (REUTERS)’
YEAR 7 – THREE GORGES DAM
Source: http://www.theglobeandmail.com/news/world/three-gorges-and-a-myriad-of-doubts/article546562/
8. Environmental-conflict link dynamics The image provides a visual simplified representation of the complex issues surround the Three Gorges Dam
Source: http://www1.american.edu/ted/ICE/china-dam-impact.htmlSource http://www.internationalrivers.org/blogs/252/infographic-when-
dams-pollute
Source http://www.internationalrivers.org/blogs/252/infographic-when-dams-pollute
9. Infographic – When dams pollute
Three Gorges Dam during construction. Source: Wikimedia Commons
Geography Bulletin Vol 45, No 4 2013 27
YEAR 7 – THREE GORGES DAM
ActivitiesRefer to 1Describe the Three Gorges Dam story. Explain why the infographic is a simplification
Refer to 2• Where if the Dam located?
• What were the effects of the dam on people?
• How has the dam changed the landscape?
• What were the environmental impacts?
Refer to 3 and 4Discuss changes to the Yangtse River
Refer to 5• How many dams on the Yangste upstream from the Three
Gorges Dam
• How do dams impact on aquatic species?
Refer to 6 and 7Read The Watcher’s article on China admits Three Gorges
Dam has ‘urgent problems’ as drought persists – http://thewatchers.adorraeli.com/2011/06/03/china-admits-three-gorges-dam-has-urgent-problems-as-drought-persists/
• Explain the problems of drought on the Three Gorges Dam
• Describe the changes on the water level in Three Gorges Dam
• Discuss the problems of sedimentation
• Explain the problems of the dam located on a seismic fault and area prevalent to landslides
Refer to 8 Describe the positive and negative effects of the Three Gorges Dam. Refer to environmental and social issues – http://www1.american.edu/ted/ICE/china-dam-impact.html
Refer to 9Discuss environmental problems generated by dams. Present findings as a wordl
AGTA Conference
GeoCareers
State Association Reportssee what’s happening around the country...
AGTA NewsDecember 2013
December Issue of the AGTA News is now available – www.agta.asn.au
28 Geography Bulletin Vol 45, No 4 2013
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EA
& M
ON
GO
LIA
TOU
R O
PER
ATO
RA
CR
In
tern
atio
nal
Tra
vel &
Tou
rsLo
wer
Gro
und,
Sui
te D
280
Pitt
St
Sydn
ey,
NSW
200
0Tr
avel
Age
nts
Lice
nce
No.
: 2T
A 5
384
THE
GEO
GR
AP
HIC
AL
SO
CIE
TY O
F N
EW S
OU
TH W
ALE
S,
Inc.
pres
ents
a s
tudy
tou
r to
THU
RSD
AY 1
9 JU
NE
to T
UES
DAY
15
JULY
, 201
4 -
28 D
AYS,
26
NIG
HTS
TWIN
-SH
ARE
COST
: $1
1,66
0
Sing
le S
uppl
emen
t Co
st:
$1,6
30
THE
GEO
GR
AP
HIC
AL
SOC
IETY
OF
NSW
SOU
TH K
OR
EA A
ND
MO
NG
OLI
A S
TUD
Y T
OU
R, 2
014
ITIN
ERA
RY
Day
1. T
hu. J
une
19,
201
4 Sy
dney
to
Seou
l, So
uth
Kor
ea.
Dep
art
Sydn
ey 0
7:55
, ar
rive
at
Inch
eon
Inte
rnat
iona
l Airp
ort
17:2
5, m
eet
guid
e an
d tr
ansf
er t
o th
e ho
tel.
2 ni
ghts
: H
otel
. D
ay 2
. Fri
. Jun
e 20
. Seo
ul c
ity
tour
, eve
ning
cul
tura
l sho
w.
Visi
t in
clud
es G
yeon
gbok
gung
Pal
ace,
Nat
iona
l fo
lklo
re m
useu
m,
Insa
-don
g (f
amou
s fo
r an
tique
s an
d ar
t) a
nd G
wan
gjan
g m
arke
t (t
ry s
ome
tast
y lo
cal s
nack
s fo
r lu
nch)
and
the
vie
w f
rom
Nam
san
Tow
er. I
n ad
ditio
n, ta
ke in
the
view
of t
he b
ustli
ng c
ity fr
om th
e bu
s –
Gw
angh
wam
un P
laza
, Ch
eong
gyec
heon
str
eam
, ci
ty h
all,
Seou
l pl
aza,
Eas
t G
ate
and
Don
gdae
mun
mar
ket
com
plex
, et
c. E
veni
ng
is d
inne
r an
d tr
aditi
onal
dan
ce a
nd m
usic
at
Kore
a H
ouse
. (B
D)
Day
3 S
at.
June
21.
Seo
ul –
Gan
seon
g –
Gos
eong
– H
waj
inpo
– G
eoji
n –
Seor
aksa
n (3
10km
). A
n ea
rly m
orni
ng s
tart
. D
rive
past
sm
all
farm
ing
villa
ges,
mou
ntai
ns a
nd v
alle
ys t
o th
e ea
st c
oast
of
Kore
a. T
our
the
Uni
ficat
ion
obse
rvat
ory
look
ing
over
Nor
th K
orea
. Tr
avel
on
to
Hw
ajin
po a
cha
rmin
g co
asta
l tow
n, f
or a
vis
it of
Kim
Ils
ung
Villa
, th
en t
o G
eojin
fish
ing
villa
ge.
Arriv
e at
Seo
raks
an N
atio
nal P
ark.
2 n
ight
s: H
otel
. (B)
Day
4. S
un. J
une
22. S
eora
ksan
Nat
iona
l Par
k. T
he w
ord
of th
e da
y is
hik
ing.
The
rug
ged
peak
s, fa
ntas
tic c
liffs
, num
erou
s w
ater
falls
, un
ique
roc
k fo
rmat
ions
, an
d sc
enic
val
leys
alto
geth
er m
ake
this
pa
rk a
nd s
urro
undi
ng a
rea
som
e of
the
bes
t sc
ener
y on
the
Kor
ean
peni
nsul
a.
A ca
ble
car
take
s yo
u fr
om t
he v
alle
y flo
or t
o en
joy
the
pano
ram
ic v
iew
acr
oss
to t
he P
acifi
c O
cean
. Th
ere
are
man
y w
ell-
sign
post
ed,
grad
ed t
rails
to
choo
se f
rom
. O
r si
mpl
y vi
sit
the
huge
U
nific
atio
n Bu
ddha
and
Sin
heun
gsa,
Kor
ea’s
olde
st Z
en t
empl
e. (
B)D
ay 5
. M
on.
June
23.
Seo
raks
an –
Gan
gneu
ng –
Jeo
ngdo
ngji
n –
Pun
ggi
– A
ndon
g (3
40km
). D
rive
past
a N
orth
Kor
ean
subm
arin
e w
reck
ed i
n 19
96 a
nd s
top
at J
eong
dong
jin,
a tin
y fis
hing
vill
age.
Enj
oy m
orni
ng t
ea a
t a
surr
eal c
ruis
e lin
er h
otel
- o
n a
cliff
top
. Tra
vel t
o So
su
Seow
on, t
he fi
rst
priv
ate
inst
itute
in K
orea
, est
ablis
hed
in 1
543.
The
n on
to
Pung
gi, a
sm
all t
own
fam
ous
for
its g
inse
ng m
arke
t, a
nd s
top
at J
ebiw
on B
uddh
a at
the
nor
ther
n en
tran
ce w
ay t
o An
dong
. 1
nigh
t: H
otel
. (B)
D
ay 6
. Tu
e. J
une
24.
And
ong
– So
ngni
san
(14
0km
). V
isit
Hah
oe
Folk
Vill
age,
a U
NES
CO W
orld
Her
itage
site
. N
estle
d in
a b
end
of t
he
Nak
tong
Riv
er,
it is
the
bes
t-pr
eser
ved
trad
ition
al v
illag
e fr
om t
he
Jose
on D
ynas
ty (
1392
-191
0).
Som
e 48
0 Ko
rean
tra
ditio
nal
hous
es,
larg
e an
d sm
all,
are
still
ful
ly f
unct
ioni
ng.
The
villa
ge is
als
o kn
own
for
fam
ous
Hah
oe M
ask
Dan
ce a
nd w
e w
ill v
isit
the
Mas
k M
useu
m. S
top
off
at a
tra
ditio
nal p
aper
-mak
ing
wor
ksho
p. T
rave
l tw
o ho
urs
to S
ongn
isan
N
atio
nal
Park
. Se
e Be
opju
sa t
empl
e da
ting
back
to
AD 5
53 a
nd t
he
Dha
rma
bell
strik
ing
cere
mon
y at
sun
set.
1 n
ight
: H
otel
(B)
Day
7.
Wed
. Ju
ne 2
5. S
ongn
isan
– G
ayas
an –
Gor
yeon
g –
Gye
ongj
u (
290k
m).
Tra
vel
thro
ugh
scen
ic c
ount
rysi
de t
o G
ayas
an N
atio
nal P
ark
to s
ee a
mag
nific
ent
Hae
insa
tem
ple,
one
of
the
mos
t im
port
ant
tem
ples
in K
orea
dat
ing
from
the
9th
cen
tury
. It
hou
ses
the
wor
ld’s
olde
st
colle
ctio
n of
Bud
dhis
t su
tras
. (U
nfor
tuna
tely
the
15t
h ce
nt. Ja
nggy
eong
Pan
jeon
, hou
sing
81,
258
woo
d-bl
ocks
, is
cur
rent
ly c
lose
d to
vis
itors
.) T
rave
l to
the
Gor
yeon
g Tu
mul
i M
useu
m t
o se
e a
repl
ica
of a
n ea
rly t
omb.
The
nea
rby
Dae
gaya
Mus
eum
exh
ibits
a h
uge
colle
ctio
n of
art
efac
ts
exca
vate
d in
Gor
yeon
g. T
rave
l on
to G
yeon
gju.
2 n
ight
s: H
otel
(B)
Geography Bulletin Vol 45, No 4 2013 29
Day
8.
Thu.
Jun
e 26
. G
yeon
gju.
Ful
l day
to
ur
in
Gye
ongj
u,
anci
ent
capi
tal
of
Silla
(B
C57-
AD93
5)
ofte
n du
bbed
th
e ‘M
useu
m
with
out
Wal
ls’.
Expl
ore
two
UN
ESCO
Wor
ld
Her
itage
Si
tes,
Se
okgu
ram
G
rott
o,
hom
e of
the
ser
ene,
8th
cen
tury
sto
ne B
uddh
a,
reac
hed
by a
10-
min
ute
wal
k th
roug
h a
love
ly
woo
d, a
nd t
he B
ulgu
ksa
tem
ple.
Vis
it th
e m
oder
n G
yeon
gju
Nat
iona
l M
useu
m,
whi
ch
cont
ains
thou
sand
s of
pric
eles
s ar
chae
olog
ical
an
d hi
stor
ical
ar
tefa
cts.
Se
e An
apji,
th
e ro
yal
plea
sure
gar
den
and
pond
with
lot
us
blos
som
s, fo
llow
ed b
y a
rela
xed
wal
k th
roug
h th
e ru
ins
of
Banw
olse
ong
or
Hal
f M
oon
Fort
ress
. Th
ere
is a
Seo
kbin
ggo,
a f
reez
er
mad
e of
sto
nes,
bui
lt ha
lf un
derg
roun
d.
Stop
at
Cheo
mse
ongd
ae, t
he w
orld
’s ol
dest
exi
stin
g as
tron
omic
al o
bser
vato
ry. N
earb
y Tu
mul
i Par
k en
com
pass
es 2
3 hu
ge t
omb
mou
nds
whe
re S
illa
rule
rs w
ere
burie
d. O
ne t
omb
is o
pen
to t
he
publ
ic. S
ee P
oseo
kjeo
ng, a
sum
mer
pav
ilion
for
the
late
r Si
lla k
ings
, and
Bun
hwan
gsa
tem
ple
with
10
m-h
igh
thre
e-st
orie
d re
ctan
gula
r pa
goda
. A W
este
rn s
tyle
din
ner
is p
lann
ed in
the
hot
el. (
B D
) D
ay 9
. Fr
i. Ju
ne 2
7. G
yeon
gju
– G
ampo
– B
usan
(15
0km
) Tr
avel
to
Gam
po t
o se
e th
e an
cien
t tw
in p
agod
as o
f G
ameu
nsa
Tem
ple,
and
unu
sual
und
erw
ater
Tom
b of
Kin
g M
unm
u, a
bout
200
m
etre
s of
f th
e co
ast.
Jou
rney
to
Busa
n, K
orea
’s se
cond
lar
gest
ci
ty.
Mak
e a
phot
o st
op a
t H
aeun
dae
beac
h, t
hen
on t
o th
e U
N
mem
oria
l cem
eter
y w
here
2,3
00 d
ecea
sed
sold
iers
from
16
Kore
an
War
alli
es r
est,
incl
udin
g 28
1 Au
stra
lians
. Ex
plor
e th
e fa
scin
atin
g an
d bu
stlin
g Ja
galc
hi fi
sh m
arke
t lo
cate
d on
the
dow
ntow
n do
cks.
Th
e m
arke
t of
fers
a h
uge
varie
ty o
f fis
h. V
isit
BIFF
squ
are
pack
ed
with
tre
ndy
shop
s, m
ovie
the
atre
s an
d ev
en a
Wal
k of
Fam
e, a
nd
near
by G
ukje
sija
ng w
here
tho
usan
ds o
f sh
ops
spill
out
int
o th
e bu
sies
t di
stric
ts o
f Bu
san.
1 n
ight
: H
otel
(B)
Day
10.
Sat
. Ju
ne 2
8. B
usan
– J
eju
(340
km).
Aft
er b
reak
fast
, go
to
Gim
hae
airp
ort.
An
hour
fli
ght
take
s yo
u to
the
mos
t fa
mou
s of
the
3,3
00 K
orea
n is
land
s. O
nce
a pl
ace
of e
xile
, Je
ju h
as
beco
me
a po
pula
r to
uris
t de
stin
atio
n. S
top
at G
wan
deok
jeon
g, t
he o
ldes
t bu
ildin
g in
Jej
u. V
isit
Jeju
Fol
klor
e an
d N
atur
al H
isto
ry M
useu
m w
ith in
door
and
out
door
exh
ibiti
ons
cove
ring
the
hist
ory,
ge
olog
y an
d cu
lture
of J
eju.
A s
hort
wal
k fr
om th
e m
useu
m is
Sam
seon
ghye
ol, a
ver
y sy
mbo
lic s
pot
for
the
isla
nder
s. E
njoy
an
even
ing
perf
orm
ance
of
‘NAN
TA’,
a co
mbi
natio
n of
tra
ditio
nal K
orea
n rh
ythm
s w
ith c
omed
y. 3
nig
hts:
Hot
el. (
B)D
ay 1
1. S
un. J
une
29. F
ull d
ay t
our
of w
este
rn J
eju
(14
0km
). V
isit
Bunj
ae A
rtpi
a to
see
the
Ko
rea’
s on
ly p
ark
spec
ialis
ing
in b
onsa
i with
mor
e th
an 2
000
bons
ai t
rees
of 1
00 d
iffer
ent
spec
ies.
Vi
sit
Sanb
angs
an, a
mag
nific
ent
cone
abr
uptly
ris
ing
395
met
res
from
the
sea
, with
love
ly t
empl
es
on th
e lo
wer
gro
unds
, or t
ake
the
shor
t ste
ep c
limb
up to
the
tiny
cave
with
poo
l and
sto
ne B
uddh
a.
Tide
per
mitt
ing,
exp
lore
Yon
gmeo
ri Co
ast,
a tu
ff o
utcr
op w
ith fa
scin
atin
g vi
ews
of s
easi
de c
liffs
and
se
a ca
ves.
A r
eplic
a of
Dut
ch E
ast
Indi
a Co
mpa
ny s
hip,
The
Spe
rwer
, w
reck
ed in
165
3 is
nea
rby.
Vi
ew t
he s
pect
acul
ar 1
km s
tret
ch o
f co
astli
ne w
ith h
exag
onal
roc
k co
lum
ns,
form
ed b
y th
e ra
pid
cool
ing
of la
va,
at n
earb
y Ji
satg
ae.
In t
he a
fter
noon
, a
poss
ible
hik
e to
Oed
olga
e, a
nee
dle
rock
st
andi
ng a
lone
off
the
cliff
y co
ast.
The
trai
l fea
ture
s sc
enic
oce
an v
ista
s an
d ab
unda
nt w
ild fl
ower
s.
Late
r w
alk
thro
ugh
subt
ropi
cal
woo
ds,
hom
e to
mor
e th
an 4
00 i
ndiv
idua
l sp
ecie
s of
pla
nts
and
anim
als
to C
heon
jiyeo
n w
ater
fall.
(B)
Inch
eon
Ando
ng
Gyeo
ngju
Busan
Gayasan
Hwajinpo Gang
neun
g
Seog
wipo
Samch
eok
Jeon
gdon
gjin
Yang
san
Gampo
Goryeo
ngGeojin
Seoraksan
Pung
gi
Gimpo
Song
nisan
Seou
l
Jeju
Day
12.
Mon
. Jun
e 30
. Ful
l day
tou
r of
eas
tern
Je
ju.
(120
km).
Exp
lore
the
UN
ESCO
Wor
ld N
atur
al
Her
itage
Site
of
Man
jang
Cav
e, t
he w
orld
’s lo
nges
t la
va tu
be (
13.4
km).
Pre
pare
d fo
r th
e co
ol a
nd d
amp,
yo
u ca
n ea
sily
cov
er u
p to
1km
on
foot
, ex
plor
ing
wei
rdly
sha
ped
stal
actit
es,
stal
agm
ites,
flow
led
ges
and
lava
sto
ne p
illar
. Th
en v
isit
Hae
nyeo
Mus
eum
fe
atur
ing
the
hars
h w
ork
and
life
of w
omen
div
ers.
Af
ter l
unch
tour
Seo
ngsa
n Ilc
hulb
ong
(Sun
rise
Peak
),
anot
her
UN
ESCO
site
. It
is
the
isla
nd’s
larg
est
tuff
co
ne s
urro
unde
d on
thr
ee s
ides
by
the
ocea
n ris
ing
182
met
ers
stra
ight
fro
m t
he w
ater
. Yo
u m
ay w
ish
to c
limb
up t
o th
e sp
ecta
cula
r cr
ater
. Se
e Se
onge
up
Folk
Vill
age
from
the
Gor
yeo
dyna
sty
(918
-139
2) a
nd
whe
re n
early
400
trad
ition
al th
atch
ed h
ouse
s ar
e st
ill
fully
fun
ctio
ning
. St
op a
t sp
ecta
cula
r Sa
ngum
buri
to
enjo
y an
eas
y w
alk
in t
his
volc
anic
cra
ter
in w
hich
gr
ows
at le
ast 4
20 s
peci
es o
f sub
-tro
pica
l, te
mpe
rate
an
d al
pine
zon
e pl
ants
. Vi
ews
in e
very
dire
ctio
n ar
e br
eath
taki
ng: s
tunn
ing
pano
ram
as o
f the
oce
an, a
nd
volc
anic
con
es d
ottin
g th
e is
land
’s la
ndsc
ape.
(B)
Day
13.
Tue
. Ju
ly 1
. Jej
u –
Seou
l – U
laan
baat
ar, M
ongo
lia. R
elax
in t
he m
orni
ng,
befo
re
our
early
aft
erno
on fl
ight
to
Seou
l (G
impo
). T
rans
fer
to I
nche
on I
nter
natio
nal
Airp
ort
for
the
19.5
5 fli
ght
to M
ongo
lia. A
rriv
e U
laan
baat
ar 2
2.30
. Tra
nsfe
r to
the
hot
el. 2
nig
hts:
Hot
el (
B)D
ay 1
4. W
ed.
July
2.
Ula
anba
atar
and
Cit
y to
ur.
Visi
t th
e N
atio
nal
Mus
eum
of
M
ongo
lian
His
tory
, th
e M
useu
m
of
Nat
ural
H
isto
ry
(see
th
e fo
ssili
sed
skel
eton
of
Tyra
nnos
auru
s Ba
atar
, re
cent
ly r
etur
ned
to
Mon
golia
), a
nd S
ukhb
aata
r Sq
uare
, th
e ci
ty’s
cent
ral
squa
re i
n fr
ont
of t
he M
ongo
lian
Parli
amen
t bu
ildin
g.
Her
e w
e w
ill p
rovi
de y
ou w
ith s
ome
basi
c in
form
atio
n ab
out
Mon
golia
and
our
cap
ital,
Ula
anba
atar
. (B,
L, D
)D
ay 1
5. T
hurs
. Ju
ly 3
. Fl
y to
the
Gob
i -
Yol
iin A
m S
tric
tly
Pro
tect
ed A
rea
- B
eard
ed
Eagl
e C
anyo
n. D
rive
to a
irpor
t and
take
a fl
ight
to D
alan
zadg
ad, c
entr
e of
Sou
th G
obi p
rovi
nce.
Vi
sit
Yolii
n Am
– ‘B
eard
ed E
agle
Can
yon’
. Yol
iin A
m h
as b
een
a st
rictly
pro
tect
ed a
rea
sinc
e 19
65
and
it is
loc
ated
in
the
Gob
i Th
ree
Beau
ties
Nat
iona
l Pa
rk.
Yolii
n Am
is
fam
ous
for
its h
igh
&
narr
ow c
anyo
ns, f
roze
n su
mm
er s
trea
m a
nd w
ild li
fe s
uch
as b
eard
ed e
agle
s, w
ild A
rgal
i she
ep,
ibex
, and
Mon
golia
n m
ice.
The
str
eam
rem
ains
froz
en e
ven
in J
uly,
the
hott
est m
onth
of t
he y
ear.
Visi
t a s
mal
l mus
eum
of t
he G
obi T
hree
Bea
utie
s N
atio
nal P
ark
and
enjo
y th
e pi
ctur
esqu
e Be
arde
d Ea
gle
Cany
on, i
ts w
ildlif
e an
d fr
ozen
sum
mer
str
eam
. Ove
rnig
ht in
a t
radi
tiona
l Mon
golia
n ge
r. 1
nigh
t: G
er c
amp
(B, L
, D)
Day
16.
Fri
. Ju
ly 4
. K
hong
or S
and
Dun
es.
Driv
e w
est
to K
hong
or S
and
Dun
es,
one
of
the
larg
est
sand
dun
es i
n M
ongo
lia.
Its
heig
ht r
each
es t
o 30
0 m
eter
s an
d ex
tend
s fr
om t
he
nort
hwes
t to
the
sou
thea
st o
ver
180
km.
The
plac
e is
fam
ous
for
its m
agni
ficen
t sa
nd d
unes
, ‘S
ingi
ng D
une’
, the
hig
hest
, Gre
en O
asis
and
bea
utifu
l sun
sets
. Vis
it an
d en
joy
the
hosp
italit
y of
a
cam
el b
reed
er’s
fam
ily, l
earn
abo
ut M
ongo
lia’s
trad
ition
al n
omad
ic w
ay o
f the
life
and
exp
erie
nce
a rid
e on
a c
amel
. Vi
sit
the
high
est
sand
dun
e. C
limb
the
‘Sin
ging
Dun
e’ a
nd e
njoy
the
am
azin
g vi
ew o
f the
Gob
i san
d du
nes
and
the
Gre
en O
asis
from
the
top
of th
e du
ne. E
njoy
taki
ng p
ictu
res,
re
laxi
ng o
r tr
ekki
ng b
y th
e du
nes
and
adm
ire th
e G
obi b
eaut
y. E
njoy
the
beau
tiful
Gob
i sun
set i
n th
e ev
enin
g. 1
nig
ht:
Ger
cam
p (B
, L, D
)
SOU
TH K
OR
EA
30 Geography Bulletin Vol 45, No 4 2013
Day
17.
Sat
. Jul
y 5.
Bay
anza
g Fl
amin
g C
liffs
– A
ncie
nt
Din
osau
r La
nd.
Driv
e to
Bay
anza
g –
‘Fla
min
g Cl
iffs’
via
W
este
rn B
eaut
y m
ount
ain
rang
e. T
his
plac
e is
fam
ous
for
its
dino
saur
fos
sils
, eg
gs a
nd t
he s
peci
al G
obi t
ree,
the
sax
aul.
In 1
922
Amer
ican
exp
lore
r Ro
y Ch
apm
an A
ndre
ws
and
his
expe
ditio
n m
embe
rs f
ound
the
firs
t di
nosa
ur e
ggs
as w
ell
as n
umer
ous
foss
il sk
elet
ons
of d
inos
aurs
tha
t liv
ed 7
0-80
m
illio
n ye
ars
ago.
Vis
it th
e Fl
amin
g Cl
iffs
and
wal
k in
the
G
obi s
axau
l for
est
and
enjo
y its
nat
ural
bea
uty.
1 n
ight
: G
er
cam
p (B
, L, D
)D
ay 1
8. S
un. J
uly
6. O
ngi T
empl
e an
d m
onas
tery
rui
n. E
xper
ienc
e an
ear
ly m
orni
ng G
obi
sunr
ise.
Aft
er b
reak
fast
we
will
driv
e no
rth
to th
e O
ngi M
onas
tery
rui
ns o
ver
the
vast
80
km lo
ng
Ong
i St
eppe
. Vi
sit
the
Ong
i M
onas
tery
rui
ns.
The
mon
aste
ry w
as e
stab
lishe
d in
the
176
0s b
y Ba
ri Yo
nzon
Kha
mba
. D
urin
g its
pea
k us
e, t
he m
onas
tery
had
ove
r 10
00 m
onks
and
a c
ompl
ex
of a
roun
d 30
tem
ples
. Th
e O
ngi M
onas
tery
is s
till a
ctiv
e bu
t no
w o
nly
a fe
w m
onks
per
form
its
func
tions
. 1 n
ight
: G
er c
amp
(B, L
, D)
Day
19.
Mon
. Ju
ly 7
. K
hark
hori
n –
Anc
ient
cap
ital
of
Gre
at M
ongo
lian
Empi
re o
f G
engh
is K
han.
In
the
mor
ning
driv
e to
Kha
rkho
rin, t
he a
ncie
nt c
apita
l of M
ongo
lia. K
hark
horin
(K
arak
orum
) was
the
capi
tal o
f Gre
at M
ongo
lian
Empi
re o
f Chi
nggi
s Kh
an in
the
13-1
4th
Cent
urie
s.
Visi
t M
useu
m o
f Kh
arkh
orin
and
sur
roun
ding
site
s of
Kha
rkho
rin:
the
Gre
at K
han’
s m
onum
ent,
th
e le
gend
ary
Turt
le o
f Kh
arkh
orin
and
the
Pha
llic
Rock
sta
tue.
3 n
ight
s: G
er c
amp
(B, L
, D)
Day
20.
Tue
s. J
uly
8. E
njoy
Loc
al N
aada
m F
esti
val i
n K
hark
hori
n. T
oday
is t
he N
aada
m
Fest
ival
day
. Af
ter
havi
ng b
reak
fast
we
will
driv
e to
the
Naa
dam
fiel
d of
Kha
rkho
rin t
o se
e th
e N
aada
m F
estiv
al. E
njoy
see
ing
the
Mon
gols
’ Thr
ee M
anly
Gam
es:
wre
stlin
g, a
rche
ry a
nd g
lorio
us
hors
e ra
ces
with
you
ng jo
ckey
s. S
ee h
ow lo
cals
cel
ebra
te t
he N
aada
m a
nd w
hat
they
like
to
eat
durin
g th
e N
aada
m t
ime.
Gre
at p
hoto
opp
ortu
nitie
s. (
B, L
, D)
Day
21.
Wed
. Jul
y 9.
Tuv
khun
Mon
aste
ry o
r U
gii L
ake
- K
hark
hori
n. A
cho
ice
of a
ctiv
ities
: G
roup
1:
Driv
e an
d hi
ke t
o Tu
vkhu
n M
onas
tary
, loc
ated
on
top
of t
he 2
312
met
re U
ndur
Shi
reet
M
ount
ain.
The
mon
aste
ry w
as e
stab
lishe
d by
the
firs
t M
ongo
lian
Budd
hist
sai
nt,
Zana
baza
r in
16
54.
Ther
e ar
e 14
sm
all t
empl
es,
a he
rmit’
s ca
ve a
nd s
ever
al p
ilgrim
age
site
s. E
njoy
am
azin
g vi
ews
of t
he n
atur
al s
urro
undi
ngs
from
the
pea
k. H
ave
pack
ed lu
nch
on t
he w
ay.
Driv
e ba
ck t
o Kh
arkh
orin
. G
roup
2:
Driv
e to
Ugi
i Lak
e. T
he la
ke c
over
s 25
squ
are
km a
nd is
ric
h in
per
ch a
nd
pike
. Cr
ane,
duc
k an
d ot
her
spec
ies
mig
rate
to
this
are
a be
ginn
ing
in M
ay.
Enjo
y bi
rd w
atch
ing
and
wal
king
by
the
lake
sho
re. H
ave
pack
ed lu
nch
on t
he w
ay. V
isit
Khus
huu
Tsai
dam
– A
ncie
nt
Turk
ic in
scrib
ed m
onum
ent.
Driv
e ba
ck t
o Kh
arkh
orin
. (B,
L, D
) D
ay 2
2. T
hurs
. Jul
y 10
. Kha
rkho
rin
– U
laan
baat
ar. I
n th
e m
orni
ng v
isit
one
of M
ongo
lia’s
two
larg
est
mon
aste
ries,
Erd
enez
uu.
This
mon
aste
ry h
as a
com
plex
of
108
stup
as a
nd o
ver
10 t
empl
es t
hat
cont
ain
rich
disp
lays
of
Mon
golia
n Bu
ddhi
sm.
The
Erde
nezu
u M
onas
tery
and
ru
ins
of K
hark
horin
wer
e re
gist
ered
as
UN
ESCO
Wor
ld H
erita
ge S
ites
in 1
996.
The
n dr
ive
back
to
Ula
anba
atar
. H
ave
pack
ed lu
nch
on t
he w
ay.
Arriv
e in
Ula
anba
atar
and
che
ck in
to
a ho
tel.
Refr
esh
and
rela
x. 2
nig
hts:
Hot
el (
B, L
, D)
Day
23.
Fri
. Ju
ly 1
1. E
njoy
Naa
dam
Fes
tiva
l in
Ula
anba
atar
. To
day
is t
he d
ay o
f St
ate
Naa
dam
Fes
tival
. Af
ter
brea
kfas
t w
e w
ill d
rive
to t
he c
entr
al s
tadi
um o
f U
laan
baat
ar t
o se
e th
e de
light
ful
open
ing
cere
mon
y of
the
Naa
dam
Fes
tival
. En
joy
seei
ng t
he t
radi
tiona
l ar
cher
y an
d an
kleb
one
shoo
ting
com
petit
ions
bef
ore
the
open
ing
cere
mon
y. A
fter
the
ope
ning
cer
emon
y w
e w
ill e
njoy
see
ing
the
Mon
golia
n tr
aditi
onal
wre
stlin
g w
hich
is o
ne o
f th
e Th
ree
Man
ly G
ames
of
the
Mon
gols
. Hav
e lu
nch.
The
n fr
ee t
ime
and
enjo
y th
e N
aada
m e
veni
ng (
even
ing
firew
orks
etc
) ne
ar S
ukhb
aata
r sq
uare
. (B,
L, D
)
Day
24.
Sat
. Ju
ly 1
2. U
laan
baat
ar –
Ter
elj
Nat
iona
l P
ark.
Aft
er b
reak
fast
we
will
driv
e to
the
bea
utifu
l Te
relj
Nat
iona
l Pa
rk a
nd g
iant
Sta
tue
of C
hing
gis
Khaa
n. F
irst
we
will
vis
it th
e Ch
ingg
is K
ing’
s St
atue
and
enj
oy t
he v
iew
of t
he
surr
ound
ing
area
from
the
ope
n ba
lcon
y on
Chi
nggi
s Kh
aan’
s ho
rse’
s he
ad.
Then
con
tinue
driv
ing
to T
erel
j N
atio
nal P
ark.
Te
relj
Nat
iona
l Par
k is
a p
ictu
resq
ue p
lace
with
hig
h gr
anite
cl
iffs
erod
ed b
y na
tura
l for
ces
crea
ting
a w
onde
rful
land
scap
e of
gra
nite
tor
s as
if c
arve
d by
som
e gi
ant
scul
ptor
. Vi
sit
the
Turt
le R
ock
form
atio
n, t
he s
ymbo
l of
the
nat
iona
l pa
rk a
nd
Arya
bal m
edita
tion
tem
ple
whe
re y
ou w
ill e
njoy
the
best
vie
w
of t
he p
ark.
2 n
ight
s: G
er c
amp
(B, L
, D)
Day
25.
Sun
. Ju
ly 1
3. T
erel
j N
atio
nal P
ark
and
retu
rn
to U
laan
baat
ar. A
full
day
to e
xplo
re t
he p
ark:
hor
se-r
idin
g (o
ptio
nal,
you
will
pay
dire
ctly
to
the
ger
cam
p or
hor
se
owne
r), h
ikin
g, w
ritin
g up
the
dia
ry, o
r ju
st ‘c
hilli
ng o
ut’ w
ith
a go
od b
ook
amid
bea
utifu
l sce
nery
. (B,
L, D
) D
ay 2
6. M
on. J
uly
14. R
etur
n to
Ula
anba
atar
and
cit
y to
ur.
Afte
r br
eakf
ast
we
will
driv
e ba
ck t
o U
laan
baat
ar.
Visi
t th
e Bo
gd K
haan
Pal
ace
Mus
eum
, th
e la
st M
ongo
lian
king
’s w
inte
r pa
lace
; Bu
ddha
Par
k, f
eatu
ring
a 23
met
er t
all s
tatu
e of
Bud
dha,
and
the
Zai
san
Hill
War
Mem
oria
l. Th
e hu
ge
mon
umen
t on
the
top
of
the
hill
was
cre
ated
as
a m
emor
ial
to s
oldi
ers
who
die
d in
WW
II.
Zais
an H
ill o
verlo
oks
the
city
an
d of
fers
the
bes
t pa
nora
mic
vie
w o
f U
laan
baat
ar a
nd i
ts
surr
ound
ing
sacr
ed m
ount
ains
. La
ter
we
will
go
shop
ping
at
a ca
shm
ere
fact
ory
outle
t st
ore,
a s
ouve
nir
shop
or
wha
teve
r el
se y
ou w
ant
to d
o. E
njoy
a t
radi
tiona
l M
ongo
lian
folk
lore
pe
rfor
man
ce o
f so
ng (
incl
udin
g th
e am
azin
g th
roat
sin
ging
),
danc
e, m
usic
and
con
tort
ioni
sts
at 1
8:00
. Fa
rew
ell d
inne
r at
a
fine
Mon
golia
n re
stau
rant
. 1 n
ight
: H
otel
(B,
L, D
)D
ay 2
7. T
ues.
Jul
y 15
. Dep
artu
re. M
eet a
t the
hot
el a
nd tr
ansf
er to
the
airp
ort f
or 0
8:45
flig
ht.
Arriv
e Se
oul (
Inch
eon
Inte
rnat
iona
l airp
ort)
12:
50. I
n tr
ansi
t unt
il 19
.10
depa
rtur
e. P
lent
y of
tim
e fo
r so
uven
ir sh
oppi
ng a
nd lu
nch
at t
he a
irpor
t.D
ay 2
8. W
ed. J
uly
16. A
rriv
e Sy
dney
at
06:2
5.
Geography Bulletin Vol 45, No 4 2013 31
All
phot
os:
Sand
y Sm
ith.
Cove
r: M
an a
t Ko
rean
Fol
k Vi
llage
; lo
cal
man
at
Khar
korin
Naa
dam
Fe
stiv
al.
P2:
Seou
l ci
ty b
uild
ings
; M
t. S
eora
ksan
; H
ahoe
fol
k m
ask.
P3:
Roy
al P
avili
on,
Anap
ji,
Gye
ongj
u; U
nite
d N
atio
ns M
emor
ial C
emet
ery,
Bus
an. P
4: U
laan
baat
ar c
ity s
kylin
e; P
5: T
arbo
saur
us
Bata
ar;
Hor
se r
acin
g (2
) an
d w
rest
ler,
Khar
korin
Naa
dam
Fes
tival
. P6:
Arc
hery
, ope
ning
cer
emon
y (2
), s
pect
ator
s at
ank
le b
one
shoo
ting,
Ula
anba
atar
Naa
dam
Fes
tival
; Fi
rew
orks
, U
laan
baat
ar;
Tere
lj N
atio
nal
Park
(2)
, Tr
aditi
onal
dan
cers
, U
laan
baat
ar.
P7:
Tsen
kher
ste
ppes
; W
rest
ling
at
Khar
khor
in;
Arch
ery,
Naa
dam
Fes
tival
, Ula
anba
atar
; Er
dene
Mon
aste
ry, K
hark
horin
. P8:
Mits
ubis
hi
4WD
Min
ivan
, Gur
u Tr
avel
Ger
Cam
p, T
erel
j Nat
iona
l Par
k.
TOU
R O
RG
AN
ISED
ON
BEH
ALF
OF
THE
GEO
GR
AP
HIC
AL
SO
CIE
TY
OF
NEW
SO
UTH
WA
LES
, In
c.Sch
ool o
f Soc
ial S
cien
ces,
U
nive
rsity
of W
este
rn S
ydne
yht
tp:/
/ww
w.g
eogs
oc.o
rg.a
u
STU
DY
TO
UR
AR
RA
NG
EMEN
TS
Tran
spor
t: T
he p
arty
will
trav
el w
ith K
orea
n Ai
r and
Ae
ro M
ongo
lia. L
and
tran
spor
t will
be
by c
oach
(Sou
th
Kore
a) a
nd c
omfo
rtab
le 4
WD
min
i-van
s (M
ongo
lia).
A
ccom
mod
atio
n:
Sout
h Ko
rea:
3 &
4 s
tar
hote
ls (
twin
/dou
ble
shar
e).
Mon
golia
: 4
star
hot
els
in U
laan
baat
ar;
tour
ist
ger
cam
ps (
twin
/trip
le s
hare
). G
er c
amps
hav
e se
para
te
tent
s (r
oom
s) w
ith b
asic
faci
litie
s, a
n am
eniti
es b
lock
an
d di
ning
roo
m.
Tour
Lea
der:
The
Stu
dy T
our
will
be
led
by S
andy
Sm
ith.
She
has
trav
elle
d w
ith C
olin
Sa
le o
n ab
out
20 G
eogr
aphi
cal S
ocie
ty S
tudy
Tou
rs in
add
ition
to
her
othe
r tr
avel
s, a
nd h
as
visi
ted
abou
t 10
0 co
untr
ies
on a
ll 7
cont
inen
ts.
Sand
y un
dert
ook
a re
conn
aiss
ance
tou
r to
So
uth
Kore
a an
d M
ongo
lia in
Jul
y 20
13. A
s a
part
-tim
e ne
wsp
aper
pho
togr
aphe
r an
d re
tired
te
ache
r, Sa
ndy
is k
een
to a
ssis
t oth
ers
to im
prov
e th
eir
phot
ogra
phic
ski
lls, a
nd to
be
able
to
capt
ure
the
best
imag
es o
f th
eir
trav
els.
In
clud
ed in
tou
r pr
ice:
All
tran
spor
t, tr
ansf
ers,
adm
issi
ons,
and
per
form
ance
s as
item
ised
; m
eals
as
spec
ified
(al
l bre
akfa
sts
and
som
e di
nner
s in
Sou
th K
orea
; al
l mea
ls in
Mon
golia
);
acco
mm
odat
ion
in g
ood
qual
ity h
otel
s an
d to
uris
t ge
r ca
mps
; si
ght-
seei
ng w
ith E
nglis
h-sp
eaki
ng g
uide
s, b
agga
ge h
andl
ing
at e
ach
hote
l (on
e ba
g pe
r per
son)
, and
app
licab
le ta
xes.
N
ot in
clud
ed in
tou
r pr
ice:
Sin
gle
room
cos
t (if
requ
ired)
, pas
spor
t cha
rges
, vis
a (r
equi
red
for
Mon
golia
onl
y),
mea
ls n
ot s
peci
fied
in t
he i
tiner
ary,
pho
togr
aphy
and
vid
eo f
ees,
& a
ll pe
rson
al it
ems
eg. b
ever
ages
, pho
ne, l
aund
ry, i
nsur
ance
, med
ical
exp
ense
s, e
xces
s ba
ggag
e,
grat
uitie
s to
driv
ers
and
guid
es.
AP
PLI
CA
TIO
N:
A to
ur a
pplic
atio
n fo
rm m
ay b
e ob
tain
ed fr
om A
CR T
rave
l, or
by
cont
actin
g Sa
ndy
at s
andy
@ac
rtra
vel.c
om.a
u.
Retu
rn t
he c
ompl
eted
for
m w
ith a
dep
osit
of $
250
per
pers
on, t
o th
e AC
R Tr
avel
offi
ce:
Low
er G
roun
d, S
uite
D, 2
80 P
itt S
t Sy
dney
200
0.
MONGOLIA
Ong
i Dal
anza
dgad
Yolii
n A
m
Tere
lj N
atio
nal P
ark
Ula
anba
atar
Baya
nzag
Ugi
i Lak
e
Khon
gor S
and
Dun
es
Tuvk
hun
Khar
khor
in
32 Geography Bulletin Vol 45, No 4 2013
Hi Travellers,
Welcome to the first newsletter for Sandy’s Tours!
As many of you will know, I am stepping into the large shoes (in more ways than one) of Colin Sale, who has led more than 50 tours over 25 years for the Geographical Society of NSW. Having travelled with Colin on many of these tours, I have come to know many of you, and hope that I will be able to continue to offer interesting and affordable tours to less visited parts of the world.
Our first tour will be to South Korea and Mongolia in June/July 2014. This tour will take in
the bustling capital Seoul, then cross to the east coast to Mount Seoraksan National Park and the North Korean border before turning inland to travel through the highlands with their natural beauty and heritage sites. Then it’s on to Busan where our visit will include the UN Memorial Cemetery before spending several days exploring Jeju Island with its amazing volcanic landscapes. In complete contrast, travel in Mongolia will include Gobi desert landscapes (sand dunes, canyons and cliffs), as well as the wide, open steppes. The tour highlight will be the colourful Mongolian Naadam Festival. We will see traditional Mongolian wrestling and horse racing close up in the small town of Kharkhorin in the beautiful Orkhon Valley; then return to Ulaanbaatar for the State Naadam Festival opening ceremony at the Central Stadium and view archery and wrestling. We will complete the tour with some relaxation in the picturesque Terelj National Park.
Sandy’s Tours
Newsletter 1 November 2013
Geography Bulletin Vol 45, No 4 2013 33
There are still some places available on this tour. If you would like a brochure, please go to either of the websites listed at the end of this newsletter to download it, or email me.
More photos from my reconnaissance trip to Mongolia and some from South Korea are available at: http://www.sandysmithphotos.com/apps/photos/. (Sorry, but this trip is not on the blogsite.)
Ethiopia and Oman in September/October 2014 will be our second tour. Following the
success of Colin’s tour to Ethiopia this year, we are keen to offer this again, however we will follow the 18 days in Ethiopia with 10 days in Oman with the theme: ‘In Search of the Queen of Sheba’.
Northern Ethiopia is rich in history and culture with amazing churches, hewn from solid rock.
Our travel into Southern Ethiopia will take us to the tribal heartland of the country.
In the capital, Addis Ababa, we will visit the famous Fistula Hospital run by Australian Dr Catherine Hamlin, and end with the colourful Meskel Festival in the main city square.
During this year’s tour of Ethiopia we maintained a blog with text (by Heather) and photos (by me). If you would like to see more, go to www.sanheath.blogspot.com. Next year’s tour will follow a similar itinerary.
Oman, the ‘Jewel of Arabia’, presents a blend of Arabian cultures. Rather than describing in words, take 13 minutes to watch this YouTube video from Oman: http://www.youtube.com/watch?v=Ie_cda57tjk
Highlights of our tour will include:
Muscat, Oman’s capital, a modern city with beautiful gardens, fascinating souqs and ancient forts.
a 4WD safari to scenic wadis with sunset views and overnight in a desert camp
a day cruise from Khasab into Oman’s fiords (yes, fiords!!)
travel extending from the northernmost tip to the southern coast of the country
The brochure for this will be available in March, after my visit to Oman in February. However I have a draft version of the itinerary. If you would like me to send it to you, then please email me.
34 Geography Bulletin Vol 45, No 4 2013
Plans for 2015:
West Coast Africa cruise (April 2015)
At about 5 weeks it will be our longest tour yet. Starting from Cape Town, we will make day trips into a dozen or more west coast African countries. We will travel on a small cruise ship - just over 100 passengers. Warning: It will be expensive - but what a tour! Start putting aside for it now!
Japan in Autumn (October/November 2015)
We all know about Japan’s cherry blossoms but following my year living in Japan I know that it’s autumn that presents the most stunning scenery and colour.
Eastern Europe: Romania, Moldova and Ukraine (2015 or 2016)
Explore the least known corner of Europe.
Blogsite update:
Many of you will be familiar with our blogsite which has documented in words and images our travels since 2006. Most of these tours have been Geographical Society of NSW tours led by Colin. We are currently updating the website, in particular to make it easier to navigate through past travel diaries. To view the travel diary for any of these tours please visit our blog at www.sanheath.blogspot.com.
Endnotes:
On Monday December 2nd, I will be attending the Annual Dinner of the Geographical Society of NSW. I hope to meet many of the members of the Society but also look forward to seeing Colin Sale awarded his well-earned Life Membership.
Where’s Heather?, I hear you ask. Right here, working quietly and efficiently, as always! She will be travelling with us as my assistant.
Happy to hear from you regarding your ideas for future tours or with expressions of interest for those mentioned above, or any other comments.
Please forward this newsletter to your friends who might like to join our tours.
Tours organised on behalf of: Travel Agent:
http://www.geogsoc.org.au www.acrtravel.com.au
Contact: Sandy Smith Tours Manager, ACR Travel Email: [email protected]
Geography Bulletin Vol 45, No 4 2013 35
The Geography Teachers’ Association of New South Wales (GTA) is a not-for-profit, incorporated body that represents the professional interests of Geography teachers in NSW and Geographical Education more generally. The objectives of the Association are to promote the study and teaching of geography in schools by:• providing professional learning opportunities for teachers of
Geography;
• advocating the interests of Geography teachers on matters in the State and National interest;
• providing forums where teachers of Geography and the wider community can exchange views;
• supporting Geographical Education through the development and dissemination of geographical resources; and
• promoting geographical research and fieldwork.
The GTA seeks to address its objectives via a yearly program of activities and events, which include:
• online publication of the quarterly Geography Bulletin a quality, peer-reviewed journal designed to serve the contemporary interests of Geography teachers and students.
• delivering Teacher Professional Learning Workshops and in metropolitan and regional locations, focussing on current issues, including in Global Education, the use of technology in the classroom, research and fieldwork skills.
• conducting an Annual Conference with keynote addresses from leading geographers on contemporary and emerging geographical issues as well as more practical sessions by geographical practitioners.
• hosting School Certificate and Higher School Certificate Reviews for teachers of Geography. These reviews are held in a number of regional areas across the state.
For further information about GTA NSW activities and events go to: www.gtansw.org.au
Please select ONE of the following membership options and complete the details
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BENEFITS OF GTA NSW MEMBERSHIP
36 Geography Bulletin Vol 45, No 4 2013
1. Objective: The Geography Bulletin is the quarterly journal of the New South Wales Geography Teachers’ Association, Inc. The role of the Geography Bulletin is to disseminate up-to-date geographical information and to widen access to new geographic teaching ideas and methods. Articles of interest to teachers and students of geography in both secondary and tertiary institutions are invited, and contributions of factually correct, informed analyses, and case studies suitable for use in secondary schools are particularly welcomed.
2. Content: Articles, not normally exceeding 5000 words (no minimum specification), should be submitted to the Editor at the following address:
PO Box 577, Leichhardt, NSW, 2040 Articles are welcomed from tertiary and secondary
teachers, students, business and government representatives. Articles may also be solicited from time to time. Articles submitted will be evaluated according to their ability to meet the objectives outlined above.
3. Format: Original in Word format on disk (or forwarded electronically via email attachment) plus one hard copy should be submitted. Tables should be on separate pages, one per page, and figures should be clearly drawn, one per page, in black on opaque paper suitable for reproduction. Photographs should be in high resolution digital format. An indication should be given in the text of approximate location of tables, figures and photographs. Every illustration needs a caption. Photographs, tables and illustrations sourced from the internet must acknowledge the source and have a URL link to the original context.
4. Title: The title should be short, yet clear and descriptive. The author’s name should appear in full, together with a full title of position held and location of employment.
5. Covering Letter: A covering letter, with return forwarding address should accompany all submitted articles. If the manuscript has been submitted to another journal, this should be stated clearly.
6. Photo of Contributor: Contributors should enclose a passport-type photograph and a brief biographical statement.
7. References: References should follow the conventional author-date format: Abbott, B. K. (1980) The Historical and Geographical
Development of Muswellbrook Newcastle: Hunter Valley Press.
Harrison, T. L. (1973a) Railway to Jugiong Adelaide: The Rosebud Press. (2nd Ed.)
Harrison, T. L. (1973b) The Spatial Distribution of Macadamia Plantations on the Far North Coast of New South Wales, Journal of Rural and Agricultural Problems, 13, 4, Oct. pp. 347–359.
O’Donovan, M. J., et. al. (1980) “Animal life in the North Star District of New South Wales”. In W.W. Murphy, (Ed.) Readings in Regional Geography (Vol. 2), Sydney: Williams and Sons.
8. Italics should be indicated by underlining.
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Editorial policy attempts to:• promotematerialwhichwillassistthestudyand
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Articles are sought reflecting research and innovations in teaching practices in schools. From time to time issues of the Bulletin address specific themes.
RefereeingAll suitable manuscripts submitted to the Geography Bulletin are subject to the process of review. The authors and contributors alone are responsible for the opinions expressed in their articles and while reasonable checks are made to ensure the accuracy of all statements, neither the editor nor the Geography Teachers’ Association of New South Wales Inc accepts responsibility for statements or opinions expressed herein.
Books for review should be sent to: Mr John Lewis, Review Editor, The GTA NSW OfficePO Box 577Leichhardt NSW 2040
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The Geography Bulletin is a quarterly journal of the Geography Teachers’ Association of New South Wales. The ‘Bulletin’ embraces those natural and human phenomena which fashion the character of the Earth’s surface. In addition to this it sees Geography as incorporating ‘issues’ which confront the discipline and its students. The Geography Bulletin is designed to serve teachers and students of Geography. The journal has a particular emphasis on the area of the Pacific basin and its near neighbours and a specific role in providing material to help meet the requirements of the Geography syllabuses. As an evolving journal the Geography Bulletin attempts to satisfy the requirements of a broad readership and in so doing improve its service to teachers.
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